Childminder in West Northamptonshire

Inspection date

Previous inspection date 20/08/2014 26/01/2009

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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 has a secure understanding of how young children learn and develop, she uses this knowledge effectively to guide their learning. As a result, children make good progress.  Children are very happy and settled in the homely and welcoming environment. They have good bonds with the childminder who is very caring and attentive to their needs. Consequently, children's emotional well-being is well supported.  The childminder routinely carries out risk assessments of all areas of her home, used by the children. Furthermore she has a good knowledge and understanding of safeguarding procedures. Consequently, children's safety and welfare is effectively promoted.  Close working partnerships with parents and other providers help to ensure inclusive and continuous care for children, so that their individual needs are fully met.

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It is not yet outstanding because

 Children are not consistently reminded about the importance of routinely washing their hands before eating snacks.  Young children cannot always make independent choices from the very good range of resources. This is because sometimes toys and equipment stored in the garden, are not as easily accessible to them.

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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 taking place in the lounge, dining room and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications, self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a village near Daventry, Northamptonshire with her husband, an adult child and a 12 year old child. The whole of the ground floor and the rear garden are used for childminding. The family have two dogs as pets. The childminder visits the shops and park on a regular basis. She takes children to and from the local schools and pre-schools. There are currently 14 children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am 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:

 strengthen children's understanding of the importance of leading a healthy lifestyle by encouraging them to routinely wash their hands before eating food

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

 maximise young children's independence by reviewing how resources are stored in the garden so that they are constantly able to make their own play choices.

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who attend

The childminder uses her secure knowledge and understanding of the seven areas of learning to help children make good progress in their learning and development. She takes into account initial information from parents about what their children already know and can do. This means that she can plan effectively for individual children's ongoing learning. The childminder is fully aware of the requirement to complete the progress check for children between the ages of two-and-three years. Parents are provided with a summary to identify any additional support that might be needed so that all children make the best possible progress in their learning. Individual learning journals are kept to detail children's starting points, note their ongoing progress and their next steps. This information is used successfully to plan for children's future learning in readiness for school. These records are effectively shared with parents which consistently supports and encourages them to share

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who attend

information about what their children are learning at home. This means that the childminder has a good overview of their achievements on which to base her plans for their future learning. The childminder is attentive and supportive, providing a wide range of activities within and outside the home. Teaching is good. The childminder asks open-ended questions and teaches children to listen to instructions. For example, she asks a young child, showing an interest in lining up cars to put the biggest one first. Children are motivated by the childminder and gain confidence in trying things for themselves. For example, she starts forming the line of cars and the child continues, working out the order that the cars should go in. She talks to them about which car looks bigger than another and asks them to locate the smallest car. Consequently, children quickly learn how to problem-solve and think for themselves as

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who attend

they also gain an understanding of mathematical concepts. The childminder's home is generally well organised. Children are provided with a wide range of toys and activities that are stored in various places throughout the home. However, some of the resources stored in the garden outside are not as easily accessible to young children because they are stored in boxes on shelves. This means that they cannot see what is available to them. Although they can ask the childminder for specific toys and activities, this impacts on their opportunities to consistently make their own choices. Children's communication and language skills are fostered effectively. This is because the childminder interacts well with them and capably develops their vocabulary. For example, children learn that the round wooden balls are also called spheres. Babies babble and smile as the childminder sings songs and rhymes. They learn to clap along to the music. As a result, babies develop their

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who attend

personal, social and emotional, and language skills whilst having fun. Children love to listen to stories and look at books. They have good opportunities to practise their early writing skills, making marks with pencils and crayons. Children list the ingredients they need to buy for cooking activities, therefore, learning that they can write for a purpose. Older children cleverly make up and write their own stories. They carefully fold paper to look like a book and draw their own illustrations. Subsequently, early literacy skills are promoted well.

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who attend

Children develop a good awareness of number, shape and colour. They sort art and craft resources, such as putting pom poms in order of size and colour. In addition, they thoroughly enjoy playing a board game whereby they must try and get four counters of the same colour in a row. Children regularly go for walks in the community and visit local parks. They have free access to the childminder's garden throughout the day. Taking part in ball games and using wheeled toys refines their co-ordination and balancing skills. Young children explore and investigate toys for cause and effect, pressing and pushing buttons to make something happen. Older children accomplish and complete electronic games which they have great fun playing together. As a result, children learn about technology and develop skills and abilities which will help them when they move to nursery or school. Children also explore a range of festivals and special events together.

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who attend

This enhances their knowledge of other communities and traditions to further support children's understanding of a wider world.

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

Children are at ease in the childminder's care. The homely and welcoming environment results in children developing a strong sense of belonging. Children demonstrate through their discussions with the childminder that they feel a sense of security as they chat and play with her. The childminder naturally recognises when children are tired or upset and provides a welcoming and spacious environment for them to play and relax. Flexible settling-in procedures help new children adjust at a pace that successfully reflects their needs and parental requirements. The childminder makes the effort to find out about children's home routines and works with parents and others involved in children's care to provide consistency and continuity. This approach helps children make a smooth move from their home to the childminder's home.

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

Children behave well and the childminder has realistic expectations of them. She consistently acknowledges children's positive behaviour and they are very responsive to the praise and encouragement they receive. This effectively boosts their confidence and self-esteem. The childminder has a calm and sensitive approach towards managing children's behaviour and ensures that she is a positive role model, encouraging all children to play in harmony. The childminder provides opportunities to support children's personal, social and emotional development. For example, she attends community groups with young children on a regular basis. This provides opportunities for them to meet and play alongside others of their own age, in different surroundings. These experiences successfully help children to develop their social and emotional skills in preparation for school.

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

Children are reasonably encouraged to develop healthy lifestyles. They enjoy being active and get plenty of fresh air and exercise as they play in the garden daily and also visit recreational areas. This contributes to their physical development. Children help themselves to drinks and snacks, developing self-help skills. However, children are not routinely encouraged to wash their hands before eating snacks. As a result, their understanding of the importance of following routine hygiene procedures is not optimised. The childminder discusses any individual dietary requirements or food preferences with parents so that children's individual needs are effectively met. Children are supported in learning how to take managed risks and keep themselves safe. For example, they are able to climb up and down play equipment and consider road safety when out walking. This means that children learn to act in a safe manner.

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provision

The childminder has a good understanding of her responsibilities to meet the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage. She has attended first-aid training and she has a secure understanding of child protection issues. She is confident in what to do should she have concerns about a child in her care and how to deal with accidents. A well-written safeguarding policy underpins her good practice. These measures help to keep children safe and protect them from harm. All the necessary suitability checks have been completed on all adults in the home. In addition, clear procedures for managing and checking visitors are in place. Safety within the home, garden and outings are effectively promoted as the childminder carries out daily visual checks and routinely conducts and records risk assessments. She is well aware of the number of children she can legally care for and ensures that ratio requirements are

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provision

consistently met. All required documentation is in place, maintained well and effectively supports the safe and efficient management of the provision. The childminder demonstrates a strong capacity for improvement to provide a good service to children and their parents. Since her last inspection, she has become more reflective and routinely monitors and evaluates children's progress and the experiences she provides. For example, she observes and assesses children's attainment, carefully identifying their next steps to improve their learning and enjoyment. Recent changes include making a treasure basket for babies to investigate and explore. Consequently, this has a positive impact on children's learning and development. The childminder shows a good understanding of her strong points and considers the good relationships she has with children and their parents to be her key strength. Self-evaluation is used effectively to

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provision

highlight further ideas for development. All parents and children are actively encouraged to contribute their thoughts and comments which the childminder ensures she values and acts upon.

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provision

The childminder has positive working relationships with parents. She ensures that they are kept informed about their child's care, progress and activities that they have participated in. Parents speak highly of the childminder and the successful way that she helps their children to learn and develop. They are encouraged to share what they know about their child when they first start to attend, so that the childminder is able to meet their needs and help them settle quickly. The childminder recognises the importance of working in partnerships with external agencies. This ensures children's needs are met and children who have additional needs are supported successfully. The childminder works hard to forge positive relationships with other early years settings that some children attend, sharing relevant information with them. This ensures that children receive a shared and consistent approach towards their care and learning and are ready for moving on to

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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 EY266757 Local authority Northamptonshire Inspection number 860675 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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