Childminder in West Northamptonshire

Inspection date

Previous inspection date 14/08/2014 24/11/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides interesting and challenging experiences for children based on her assessments of their individual needs and interests. As a result, children make good progress in relation to their starting points.  Children's well-being is promoted well. Close bonds are formed between the childminder and the children she cares for, which successfully fosters their emotional security.  The childminder maintains a safe home. She has a good understanding of her responsibilities and the procedures for protecting children. This ensures children remain protected at all times.  Children are taken on regular trips around the local community, which effectively broadens their range of experiences and knowledge of the world around them.

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It is not yet outstanding because

 The childminder does not always provide children with a wide range of resources and materials to enable them to fully express their own ideas and creativity during collage activities. As a result, learning opportunities are not always fully maximised at this time.  There is scope to further enhance procedures to share information about children's learning and development with other providers who deliver the Early Years Foundation Stage. Consequently, opportunities to ensure continuity and progression in children's learning are not always fully optimised.

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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 conducted a tour of the premises and garden during the inspection.

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Inspection activities

 The inspector observed children's activities and routines in the indoor and outdoor areas.

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Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.

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Inspection activities

 The inspector looked at children's development record folders, planning systems, a selection of policies and procedures and children's records.

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Inspection activities

 The inspector checked evidence of suitability of the childminder and discussed self- evaluation.

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Information about the setting

The childminder was registered in 1994 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Abington area of Northampton. The whole ground floor of the house and an upstairs bedroom are used for childminding. There is a fully enclosed garden available for outside play. The childminder attends toddler groups and takes children to the park on a regular basis. She collects children from local pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance opportunities for children to access a wider range of resources and materials, to enable them to fully express their own ideas and creativity during collage activities

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

 enhance procedures to share information about children's learning and development with other providers who deliver the Early Years Foundation, in order to enhance continuity and progression in their learning and development.

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who attend

Children are making good progress in their learning and development. This is because the childminder provides an interesting and challenging range of experiences based on the children's interests and her assessments of them. In addition, the childminder successfully tailors her teaching methods to each individual child, which means all children are appropriately supported to achieve. For example, the childminder successfully supports both children as they build structures out of the building bricks. Younger children are encouraged to identify the colour of the bricks and successfully develop their hand-to-eye coordination as they learn to carefully stack the bricks on top of one another. Additionally, older children's interest is sustained during the same activity because the childminder extends their learning by encouraging them to estimate and count the number of bricks and to talk about what they are making. As a result, children of differing age groups are

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who attend

challenged and learn to play alongside one another. The childminder takes children on a variety of interesting outings, which effectively broaden their range of experiences. For example, children visit the library, take trips on the bus and thoroughly enjoy petting small animals, such as the rabbits and goats, during visits to the farm. Additionally, children enjoy planting, cultivating and eating the strawberries they have grown in the childminder's garden.

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who attend

Children enjoy a good range of activities which cover all areas of learning. This effectively supports children as they move on to other early years provisions and school. For example, children's social development is enhanced because the childminder takes them to regular toddler groups where they have opportunities to socialise with other children. Overall, their early communication, including supporting children who speak English as an additional language, is promoted well by the childminder. Together, they share interesting discussions and use language to recall past events. The childminder mimics younger children's emerging language and introduces new words, such as 'balloon' and 'pig', during the context of their play. Additionally, the childminder encourages children to sing and shares picture and story books with them. This successfully fosters children's ongoing language development and supports their early enjoyment of books. The childminder

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who attend

supports young children to solve problems as they complete puzzles. As a result, children show perseverance and demonstrate that they are proud of their achievements. The childminder supports children's developing literacy skills by providing chalk boards for older children to make marks and practise their emerging early writing skills. Children enjoy creative art activities, such as finger painting and creating paper crowns. However, occasionally the childminder does not always provide children with a wide range of resources and materials to enable them to fully express their own ideas and creativity during collage activities. As a result, learning opportunities are not fully maximised at this time.

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who attend

The childminder works in close partnership with parents and carers regarding children's education. She is approachable and verbally obtains information about each child's favourite activities and stage of development at the start of the placement. The childminder uses this information to settle children and to plan their future learning based on their individual needs. She subsequently observes children during their play, recording her observations and photographs of the children participating in a range of activities. In addition, the childminder effectively uses her observations to help her regularly assess and track children's progress towards the early learning goals. Parents have regular opportunities to view and discuss their child's learning, and this helps them to support their children's learning at home. The childminder understands the requirement to complete the progress check for children between the ages of two and three years. She

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who attend

successfully uses this check to identify any developmental needs in a timely manner.

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

Children are happy and confident. They demonstrate that they feel safe and secure and develop strong attachments to the childminder, which supports their emotional well-being well. For example, children naturally include the childminder in their play and older children are confident to initiate conversations. The childminder gathers a good range of information about each child's care routines when they first start, and this enables her to meet their individual needs to a good standard. For example, information is provided about any known dietary requirements and medical needs. This promotes continuity in the children's care and supports their continual well-being. The childminder effectively prepares and supports older children as they move on to other early years settings and into reception class at school. For example, children are taught that they need to wash their hands after using the toilet and learn to put their own outdoor clothing on before

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

leaving the childminder's home. In addition, the childminder supports children's literacy development well. This is because she incorporates phonic sounds into the children's play when she feels they are ready and show an interest in this.

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

The childminder provides a clean, welcoming home where children are able to independently access a variety of good quality resources and equipment. She helps children understand simple rules and boundaries, such as sharing and taking turns with the equipment. Positive reinforcement is a strategy used by the childminder to boost children's confidence and self-esteem. This results in children persisting at their chosen task. The childminder effectively supports children's developing understanding of dangers and how to stay. For example, children learn the importance of following road safety rules and practise regular fire drills to ensure they can evacuate the childminder's home quickly in the event of an emergency. Additionally, younger children are kept safe because the childminder ensures they are securely strapped in their buggy during outings around the local community. Archives are kept of any accidents and medicines administered, and the

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

childminder holds a current paediatric first-aid certificate.

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

Children engage in regular active play in the fresh air, which effectively contributes to their good health and development. For example, children access more challenging apparatus in the park, such as climbing equipment, and enthusiastically peddle the bicycle in the childminder's garden. Although children have meals which are provided by their parents, the childminder tries to ensure that children learn about healthy eating and she encourages them to eat fruit for their snack. She ensures children can help themselves to their individual beaker when they are thirsty, so they remain comfortable and well hydrated throughout the day. Furthermore, the childminder successfully uses mealtimes to encourage younger children to develop their self-care skills. For example, the childminder encourages younger children to hold their own cup and to attempt to use a spoon to feed themselves.

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provision

Children are safeguarded because the childminder has a good understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She fully understands the indicator signs of abuse and is familiar with the procedures to follow to report concerns. Written safeguarding procedures, local guidance and appropriate contact details of professional agencies are in place to support the childminder's practice. Additionally, the childminder has completed child protection training to enhance her knowledge and practice. The childminder's home is safe. This is because risk assessments have been completed to ensure risks to children are minimised. For example, dangerous substances are inaccessible to children in the kitchen, and the childminder ensures her front door is locked at all times. The childminder effectively monitors the delivery of the educational programmes she

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provision

provides. This ensures children have opportunities to participate in challenging activities across all areas of their learning and development. Additionally, the childminder tracks children's progress to ensure they are developing well. As a result, children are making good progress. The childminder uses reflective practice to ensure that she consistently strives to improve her provision, highlighting her strengths and areas for improvement. She is committed to continuous professional development as she attends regular training sessions. This has led to an increased knowledge and understanding of how to support children's ongoing learning and development, and ensures their welfare needs are met. In addition, the childminder has completed the action raised at the last inspection.

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provision

The childminder has developed positive relationships with parents. This enables her to meet the children's needs well. The childminder shares her policies and procedures, which provides parents with a good range of information about the service provided. Parents comment positively about the care and learning provided. They state, 'I am pleased with my child's improvements in all activities; they are excited and content'. The childminder understands the importance of developing relationships with external agencies to ensure all children receive appropriate interventions and support. However, at the time of the inspection, the childminder had not been required to implement this in practice. Additionally, the childminder is beginning to develop relationships with other providers who deliver the Early Years Foundation Stage to children she cares for. For example, she verbally exchanges information regarding the children's well-being at drop-off times.

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provision

However, robust systems to share information about the children's learning and development are not fully established. Consequently, opportunities to ensure continuity and progression in children's learning and well-being are not always fully optimised.

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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 220355 Local authority Northamptonshire Inspection number 871274 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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