Childminder in West Northamptonshire

Inspection date

Previous inspection date 01/08/2014 20/10/2009

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early years provision

This inspection: 1 Previous inspection: 2 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

 The childminder fully supports children to acquire the skills and capacity to learn and develop in order to reach the next steps in their learning. They continuously participate in purposeful play and exploration. The childminder ensures that children are active learners, consistently developing their critical thinking.  The childminder creates a stimulating learning environment inside and in the outdoor play area. The choice of activities and resources are excellent.  The childminder ensures that parents are actively involved in their children's learning and development. Parents contribute to their children's progress, because they identify starting points for the childminder and continually support their child's learning at home.  Children's social and emotional needs are exceptionally well met by the childminder. Relationships are excellent. This fosters a sense of belonging and ensures that children

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This provision is outstanding

are confident learners.  The childminder continually supports children's communication and language development effectively. She encourages children to think and extend their vocabulary because she asks open-ended questions and gives them time to consider how they want to respond.  Steps taken to safeguard children and promote their good health are robust. The childminder comprehensively identifies and successfully minimises potential risks. Her excellent knowledge of the signs of abuse and of her responsibility to protect children ensures that children in her care are fully safeguarded.

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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 activities as children played in the ground floor play rooms and outside.

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Inspection activities

 The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and discussed activities that were taking place.

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Inspection activities

 The inspector looked at evidence of the childminder's qualifications and training, and suitability for all adults.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2001. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder lives in the village of Hardingstone, to the south of Northampton with her husband, adult son and children aged 13, 10 and six years. Her husband is her registered assistant. The whole of the ground floor of the childminder's house is used for childminding. A conservatory is a designated playroom and an adjacent, former detached garage has been converted into a self-contained early years unit. There is an enclosed rear garden for outside play. The family has a small dog and three chickens are kept in a fenced area of the garden. There are currently six children on roll and of these, five are in the early years age group. The childminder cares for children all year round except for bank and family holidays, all day Monday to Friday. The childminder holds an early years qualification at level 6. She is an

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Information about the setting

accredited member of Northamptonshire Childminding Association Quality Assurance Network and provides funded early education for two-, three- and four-year-old children. The childminder walks and transports children to and from a local school and attends parent and toddler groups.

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

 enhance the good opportunities that children have to learn about their similarities and differences, for example, by extending their awareness of cultural traditions and religious events and experiences.

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who attend

Children make outstanding progress in their learning. The childminder uses her extensive knowledge, skills and experience to make sure that children are continually challenged to reach their maximum potential. Comprehensive observation and assessment of children leads to purposeful planning for learning that is tailored effectively to children's individual needs and interests. Children explore a highly stimulating learning environment created by the childminder. Comprehensive information, which is regularly provided by parents enables the childminder to clearly identify starting points for learning. Parents' views about their child's development and interests are highly valued and make a significant contribution to the quality of children's learning. The childminder supports children exceptionally well so that they develop skills in readiness for nursery class and school. She meets the requirement to provide parents with a progress check for children aged

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who attend

Children choose from an excellent variety of resources that are safe and meet their development needs exceptionally well. A wide range of resources are easily accessible and children confidently make choices and select toys and books for themselves. The childminder continually plans for flexible use of the indoor and outdoor learning environments. Children are happy and confident and relationships between them and the childminder are excellent. They make excellent progress in their communication and language development. When the childminder asks them questions she ensures that these are open ended. Consequently, she encourages children's critical thinking as well as speaking skills with maximum effect. In order to follow children's interests, the childminder provides a wide range of sensory play opportunities. They explore treasure-basket resources that include metal and wooden objects, paint, sand, water and 'gloop', which is

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who attend

corn flour mixed with water. The childminder uses her good knowledge of schemas and identifies that young children are 'transporters'. She supports their learning and current interest with full effect by enabling children to fill up buckets, bags and pushchairs and move these from area to area. They demonstrate good manipulative skills as they gather together several shells in the sand and then pick out one at a time to drop into a cup. Young children fill small spades with water and then skilfully pour the water into a bucket taking care not to spill any. They show persistence in positioning baby dolls in pushchairs and they are able to manoeuver the pushchairs skilfully around the play areas.

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who attend

Young children notice the marks they make in sand with their fingers and the childminder inspires them to create marks in other ways. For example, she models mark making on paving slabs with a brush and water and children copy her. Books for children at different stages of development are always available and young children enjoy the individual attention of the childminder as she looks at their chosen books with them. Older children learn to recognise their names on the 'who's here today' board and their names are also written on their drinking cups. The childminder continually promotes children's mathematical learning as she supports their play. For example, as she helps young children to put on aprons for water play she counts one, two arms into sleeves and the children repeat after her. Children are learning to count with one-to-one correspondence, for example, as they count toy ducks and fish together with the childminder. She again

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who attend

counts one and two and leaves the young children the time to eagerly shout out 'three!' They confidently make decisions for themselves. For example, a very young child carefully positions a bucket underneath the water tray. The childminder identifies that this is because the child remembers that this is how the tray is emptied. She obliges the child by opening a tap and children watch as the bucket fills with water. They then replace the bucket with other containers. The childminder fully supports children's exploratory play and encourages mathematical language such as, full and empty.

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who attend

Role play resources are very good and young children are beginning to repeat situations that are familiar to them. For example, they pretend to pour from a tea-pot into a cup and offer the childminder a cup of tea. In order to promote children's awareness of the wider world, role play resources reflect diversity in a positive way. The childminder also provides books that reflect positive images and some festivals are celebrated. She has given some consideration to extending children's learning about their similarities and differences by visiting places of interest. However, diversity within the local community is minimal and raising children's awareness of cultural, religious and community events and experiences in the wider community is not currently fully maximised by the childminder.

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

Children are fully supported with their move from home to the childminding setting in a manner which is sensitive to their different needs and those of parents. Their personal, social and emotional development is given the highest possible priority by the childminder and very close bonds are formed. The childrminder consistently meets the care needs of each child and responds sensitively to them as individuals. She takes positive steps to ensure that children are emotionally prepared for their move into other early years settings and Reception class in school. For example, they socialise with other adults and children at groups and on outings with the childminder. Excellent organisation of resources on low-level shelving encourages children's independence as they are able to choose and easily select resources for themselves. The play environment is rich in print and numbers and toy boxes are labelled with pictures and words. Children confidently make decisions

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

about whether to play outside or in one of the two, designated indoor play areas. Children's self-confidence and self-esteem are boosted with full effect by the childminder. Their artwork is prominently displayed and she continually praises their achievements. Her clear behaviour management policy identifies the importance of positive approaches in order to foster self-esteem, respect, tolerance and self-control. The childminder translates this effectively into practice and as a result, children's behaviour is exemplary.

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

Children enjoy excellent opportunities to take part in physical play activities. The outdoor play environment is accessible to them throughout the year. They can choose from a full range of activities as well as large physical play equipment. They gain confidence and the necessary skills to assess and manage risk when they play on challenging equipment at the park and practise balancing and climbing when they visit 'all-weather' outdoor play centres. Children make healthy choices about what they eat and drink. The childminder supports their learning exceptionally well with regard to healthy food because they look after vegetables that they plant in the garden and then eat what they grow. She uses her food hygiene knowledge successfully to protect children's good health. The childminder supports children extremely well with learning how to manage their own hygiene and personal needs. As a result, children develop an ability to attend to their self-care needs

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

and they learn how to keep themselves safe. For example, they learn how to cross the road safely and take care when crossing driveways and they know the rules for using scissors safely. Children's well-being is addressed extremely well and information on the childminder's practice is provided for parents in clear health and safety, illness and accidents policies.

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provision

The childminder provides an extremely welcoming environment and excellent measures are in place to promote children's health and safety. She is fully aware of her responsibilities with regard to supervising children in her care. Necessary checks for her family have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. Potential hazards have been identified and thoroughly addressed in the home and on outings. Superior systems are in place to protect children from abuse. The childminder makes sure that parents are aware of her clear safeguarding procedure and the Northamptonshire Safeguarding Children Board procedures. She is fully aware of her responsibilities and keeps her child protection knowledge up-to-date. For example, during training in March 2014 the childminder was provided with information on local changes. These include the development of a 'Multi-

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provision

agency safeguarding hub' for providers to contact for advice and to make a referral.

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provision

The childminder places an exceptionally high emphasis on extending her knowledge and skills in order to improve her practice and fully meet children's needs. Since the last inspection, she has achieved early years qualifications at level 4, level 5 and level 6. She has been assessed by a representative of the local authority and is accredited to provide funded early education for children aged two, three and four years. The childminder intends to gain Early Years Teacher Status. She ensures that her assistant is fully aware of her policies, procedures and expectations. Her current priority for improvement is to develop the use of children's own photographs and voices within their learning journals. She is seeking to extend links with a local nursery and to this end, a parent has invited the childminder to attend parents' evening with her. The childminder uses her extensive knowledge of the Early Years Foundation Stage to successfully monitor the educational

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provision

programmes. She has developed fully effective practice for assessing children's development and for planning future learning and involving parents more, which was a recommendation at the previous inspection. She is highly successful in ensuring that all children make as much progress as they can in relation to their starting points. The choice of resources provided by the childminder is extensive and toys are chosen for their quality and durability as well as to fully meet children's needs at their different stages of development.

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provision

The childminder works exceptionally well with parents to ensure that their child's individual care and learning needs are comprehensively met. The information initially obtained from parents is thorough and communication between the childminder and parents is excellent. Parents write extremely complimentary comments about the care of their children and the progress that they make. They are very pleased with different experiences their children enjoy. The childminder ensures that links with other early years providers are highly effective in order to ensure continuity of care and learning. Policies and procedures fully support the safe and efficient management of the provision and parents are aware of them. All documentation is exceptionally well maintained.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY100202 Local authority Northamptonshire Inspection number 872402 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 6

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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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