Childminder in North Northamptonshire

Inspection date

Previous inspection date 29/07/2014 Not Applicable

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early years provision

This inspection: 1 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is outstanding because the childminder has an exceptional knowledge of each child's learning and development needs. She makes excellent use of accurate assessments of their progress to plan further activities that inspire them and incorporate their interests. This enables each child to make rapid progress in relation to their individual starting points and capabilities.  Children have free-flow access to the outdoors; this provides an extension of their learning environment. Outdoor activities support and extend all aspects of the seven areas of learning.  The childminder successfully invites and empowers parents to share what they know about their children at the point of joining the setting, and detailed information is shared on a daily basis. This guarantees that each child's individual needs are met very effectively.  The childminder operates her childminding business exceptionally well. She is

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This provision is outstanding

organised, enthusiastic and proactive in researching and incorporating different ways of working to benefit children who attend her setting. Her knowledge and understanding of safeguarding and the practices she has to keep children safe, are exemplary.  The childminder has an exceptionally good understanding of how to promote the health and safety of children in her care. This helps to make sure that all children are kept completely safe and well at all times.  The childminder works in close partnership with other childcare providers to ensure that children's continuity of learning is successful.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children engage in free-choice play and planned activities, and discussed these observations with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and the planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications and talked with the childminder about her self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers from those spoken to at the inspection and from information included in the childminder's documentation.

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Inspection activities

 The inspector looked at the areas of the home that are used during childminding hours.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged 11 and nine years in Thrapston, Northamptonshire. The whole ground floor of the house is used for childminding. There is a rear garden for outside play. The family has several small pets including a dog. The childminder takes children to activity groups and on visits to the town's market, shops and park on a regular basis. She takes and collects children to and from the local schools and pre-schools. There are currently 13 children on roll, six of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Tuesday to Friday, except for family holidays.

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To further improve the quality of the early years provision the provider should:

 accelerate children's development and learning even more by enhancing the already excellent observational systems. For example, by seeking ways to empower parents to contribute more easily to the process.

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who attend

The childminder has created a vibrant environment where children are provided with exceptionally well-planned activities that cover the prime and specific areas of learning. She has an excellent understanding of how children learn and the support they need to enable them to do so. She has detailed knowledge of each of the children in her care. The childminder takes every opportunity to extend children's learning. For example, she uses well-placed questions when children find a caterpillar in the garden and she refers to it again later when they spot a butterfly on their walk to the market. She constantly praises their efforts and encourages them in whatever activity they choose to do. Children's excellent progress is clearly apparent from the learning review records compiled by the childminder. Children are involved in choosing what goes into their scrapbooks and show pride in their achievements as they share them with others. The childminder accurately

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who attend

monitors children's learning and development, and identifies thoroughly appropriate next steps and learning intentions to move them forward with their development. At the end of each day, she evaluates her practice and plans for the next sessions children will be attending. The childminder completes a termly tracker to ensure children are progressing as expected. This helps her to link achievements made by children with the early learning goals, and ensures she is meeting the requirements of the Early Years Foundation Stage. She is able to see at a glance any gaps in individual children's development. Records show that children have made rapid progress in the prime areas of learning in the short time they have been with her.

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who attend

The childminder is extremely proficient in building partnerships with parents, and all parents and carers are invited and encouraged to be involved in the care and learning of their children. Communication between parents and the childminder is extremely effective. An extensive range of information is gathered at the start of the placement about children's interests and achievements. For example, parents are actively encouraged to provide 'getting to know me' information for their child. This information is comprehensively used by the childminder and is very successfully placed to establish the initial assessment process and to track children's rapid progress. Through the continuous exchange of information, parents are kept very closely informed about their child's progress and development. For example, parents receive a daily account of their child's day and, in addition, children have detailed and well-organised, informative learning

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who attend

folders, which are always available to be regularly shared and enjoyed with children and their parents. As a result of the highly effective assessment and recording of children's progress, parents receive an accurate picture of their child's learning and development. In addition, the childminder encourages parents to provide information of their children's achievements at home, which is added into the assessment process. The childminder has successfully completed the progress check for children between the ages of two and three years and competently demonstrates that she fully understands its importance.

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who attend

Children thoroughly enjoy lots of time outdoors and the childminder has developed her environment using the garden as an extension of the playrooms, ensuring children actively benefit from plenty of fresh air, while maintaining their safety at all times. They actively engage in and understand the importance of wearing sun hats when outdoors and that sun cream is essential to protect their skin from harm. For example, before an outing to the market, the childminder asks the children if they have had sun cream applied that morning, already knowing the answer but developing children's awareness of its importance. Children understand the benefits of exercise and fresh air on their bodies and how walking is good for them. For example, they relish the walk to the market as it provides an opportunity to run around the trees in the churchyard. The childminder is very effective in providing high-quality teaching. For example, during snack she helps children

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who attend

recall their walk and talk about the fruit they selected and are now eating. The childminder's skills in linking activities together through real events, discussions and activities, promotes children's learning extremely effectively. Through this scaffolding and building on their previous experiences, these activities encompass a number of the different areas of learning and so are successful in helping children to learn. Children actively enjoy being with the childminder. For example, a child who does not need to stay to play this morning chooses to do so. Children have an excellent balance of self-initiated play and adult-led activities. They are actively encouraged to attempt activities and practise their skills. These developing skills thoroughly help to prepare children in readiness for school. The childminder is very knowledgeable about each child's individual needs and fully includes all children in the life of the setting. For example, as the children

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who attend

eagerly help her to feed the rabbit. The childminder purposefully and skilfully adapts activities to ensure inclusion by making sure all resources are appropriate for each child's age, individual needs and stages of their development. Children are allowed sufficient time to attempt activities and practise their skills. For example, as they try to blow bubbles up into the sky. Children are able to select resources for themselves from the wide range stored and presented at their level. The childminder has put together a picture book of the larger toys that are rotated, enabling them to easily see what is available and make a choice.

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The contribution of the early years provision to the well-being of children

Children benefit from an excellent introduction to the childminder and her family. Children and parents are welcomed to her home and they spend time getting to know each other. In addition, the childminder visits the child in their own home so that she starts to gain an understanding of their family life and background. She talks with parents about their children's individual needs, interests and how they would like their children to be cared for. As a result of this highly successful planning, the transition from home or other setting is effortless and children settle well. Children form strong attachments with the childminder and she interacts positively with them, which enhances their strong sense of security and belonging. Children are also fully supported through further transitions to pre- school and school as the childminder openly communicates with early years workers and teachers to continue and extend children's learning in her own setting. Children's personal,

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The contribution of the early years provision to the well-being of children

social and emotional development is significantly enhanced. This is achieved because the childminder takes all opportunities to positively praise children, regardless of how small their achievement may be. For example, when the children return from the market, she praises them for putting their sun hats and shoes in the correct storage boxes. As a result, children are rapidly developing a strong sense of self-esteem. Children's understanding of their own safety is intensely enhanced. They know that they must hold hands when walking along the footpath and stand still, look and listen before crossing a road.

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The contribution of the early years provision to the well-being of children

Children's health is superbly promoted as stringent procedures are in place to prevent the spread of infection. Children follow effective hygiene practices as they take increasing responsibility for washing their hands appropriately throughout the day. Children are provided with a superb menu of fresh food, which effectively considers their health and nutritional needs and allows children to try different foods. In situations where parents provide their child's packed lunch, the childminder ensures children learn which foods to eat first. Children's feeling of safety and security is consistently enhanced through the delightful relationships they have formed with the childminder. This has an exceptionally positive impact on their learning as they are supported and praised for their progress and achievements. As a result, they become confident, competent learners and their self- esteem continually flourishes. Comprehensive information gained from parents enables the

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The contribution of the early years provision to the well-being of children

childminder to provide care that meets their individual needs and takes account of parents' wishes and preferences. Time spent becoming familiar with children's all-round needs, likes and dislikes enables the childminder to plan effectively to meet their individual needs. Children behave extremely well in the childminder's home because they have access to an excellent range of activities and resources that they are interested in, and this contributes to them demonstrating extremely good behaviour. They understand the expectations for behaviour because the childminder talks to them gently, reminding them about certain behaviour and the impact it may have on other children. Children respond well to the childminder because she provides this consistent approach. She instinctively knows when to intervene and when to allow children to solve issues for themselves. The childminder meets children's needs by allowing them to decide when they would like

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The contribution of the early years provision to the well-being of children

to rest and sleep. This quiet time enables children to revive their energy without actually admitting that they are tired. The childminder uses her excellent understanding of how children learn and develop to continually challenge, stimulate and encourage children's natural curiosity to learn. Interaction is excellent and relationships are warm, caring and incredibly strong. The childminder listens intently to what children have to say and skilfully extends their language and understanding through the questions she asks, encouraging them to recall known and familiar events in their lives. For example, she asks a child to recall a sleepover at their grandparents' home. Resources are plentiful and children develop their independence skills as they confidently select the activities they wish to play with, which are stored in low-level containers and cupboards. Activities are adapted to ensure all are involved, engaged and interested. Children's safety is paramount and

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The contribution of the early years provision to the well-being of children

comprehensive risk assessments identify potential risks in the home and garden and when out, enabling the childminder to take effective steps to minimise them. Robust routines within the home for testing smoke alarms and practising the emergency evacuation procedure are treated as highly important. As a result, children understand the importance of keeping themselves safe.

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provision

The childminder's knowledge and understanding of safeguarding and her practices to keep children safe are excellent. She keeps up to date with local child protection practices and she regularly reviews local information. She listens to children carefully and watches their behaviour closely, so that she is able to notice any changes. She updates her policies and procedures whenever she learns about any new information. The safety of children is paramount and the childminder is proactive in ensuring children can play in a safe, stimulating and interesting environment that encourages their natural curiosity to learn. The childminder's home is set up so that children are able to play independently while remaining safe. Everything children come into contact with is risk assessed regularly and action is taken when potential risks are identified. The childminder is proactive in her approach to enhancing the children's knowledge and skills around personal safety.

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provision

The childminder demonstrates an excellent understanding of the learning and development requirements. Through her observations and reviews of each child's progress, it is clear that she is successful in planning appropriate activities that offer excellent, age-appropriate challenges for each unique child. She consistently monitors her activities and setting, and is eager to make small changes to her observational systems to include parents more in the process as she continues to respond to children at all times. The already excellent partnerships with parents ensure they are fully informed and involved in their child's learning, and their views, ideas and comments are actively sought and included in their child's learning folders. This enables all to see the progress made at home and at the setting home. Parents speak highly of the childminder. Comments highlight that they believe they have an outstanding working relationship with her. They

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provision

feel she is very capable and professional and are confident to leave their children with her. They also comment that she is an excellent role model, and they feel included in their child's experiences at the setting. The childminder uses her knowledge of how children learn and develop to provide an excellent service, which has a very positive impact on children. The childminder has a relevant degree and has experience of working with children in a variety of situations and settings. She also has experience of working as an adviser and trainer to adults working in the childcare sector. The childminder fully understands the benefits of excellent partnerships to provide a consistent approach towards children's care and education, and is continually striving to ensure that these are highly effective. Targets identified for improvement are relevant, realistic and very successfully implemented to bring about

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provision

positive outcomes for children and their families. For example, she has been considering how she can further improve her working relationships with parents who speak English as an additional language by learning more about their backgrounds and home languages. The childminder is passionate and dedicated to her role as a childcare provider.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY475116 Local authority Northamptonshire Inspection number 956739 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 13

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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