Childminder in North Northamptonshire

Inspection date

Previous inspection date 26/08/2014 09/02/2012

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 Teaching methods are effective. The childminder provides a warm and welcoming environment where children feel emotionally secure and form good attachments to her and her assistant.  The childminder is a positive role model. She is consistent in how she deals with behaviour management. Consequently, children learn how to behave and play well alongside their friends.  Parents are encouraged to share information about children's achievements sufficiently regularly to ensure that learning and development are fully supported.  The childminder has created safe and stimulating learning environments. Regular risk assessments are carried out to minimise risks and enable the childminder to promote children's safety. The childminder has a secure knowledge of how to effectively safeguard children.

p.1

It is not yet good because

 Assessment processes are not yet sufficiently robust to give the childminder enough information, so that she can identify any gaps in children's learning to ensure that all children make good progress.  Staff performance procedures and monitoring of teaching and learning are not consistently thorough or focused enough on improving children's experiences.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities within the lounge, play room and kitchen.  The inspector conducted a joint observation with the childminder.

p.2

Inspection activities

 The inspector held meetings with the childminder and spoke with the assistant during the inspection.  The inspector looked at children's assessment records and planning documents.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, staff working with children, and the childminder's self-evaluation form and improvement plan.

p.2

Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in a house in Geddington, Northamptonshire. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. The childminder holds an early years qualification at level 3. She employs two assistants, both of whom hold appropriate early years qualifications at level 3. The childminder attends a toddler groups and activities at the local village hall. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently 28 children on roll, 12 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

p.3

Information about the setting

and Early Years. The childminder provides funded early education for two-, three- and four-year-old children.

p.3

must:

 ensure assessment procedures are robust and provide enough information to identify any gaps in learning, so that all children make good progress

p.3

must:

 embed robust staff performance and professional development procedures, so there are clear, measurable targets in place to improve monitoring of children's progress and raise the quality of teaching.

p.3

who attend

The childminder has an adequate understanding of the seven area of learning and provides a range of activities that hold children's attention. Children enjoy being at the childminder's home and are keen to join in the activities provided. The inviting layout and presentation of resources and activities, inside and within the various outdoor environments, attracts children's attention and encourages their choices. Children are encouraged to play and explore as they access resources independently. This helps children to develop good decision-making skills and independence. The children are well supported because the childminder identifies their current fascinations. She provides resources to help them explore and investigate, and effectively support their progress towards the early learning goals. The childminder sensitively joins in with the children's play to extend their learning. For example, she supports their communication and

p.3

who attend

language skills, modelling vocabulary as she describes what children are doing. Furthermore, she gives children time to respond, helping them to develop their thinking skills. In addition, pre-school children concentrate and persevere when the childminder and assistant help them to complete puzzles, or while they explore sand and water, interacting appropriately with children at these times. For instance, the assistant encourages a child to think critically about how to stick boxes together during a creative activity, giving them time to respond. This supports them to develop their thinking skills. The children respond eagerly and confidently to her questions about what they are making and share ideas with one another. The childminder acknowledges their responses and gives praise. This helps to build the children's confidence, encouraging them to engage further.

p.3

who attend

The childminder and her assistant observe and assess children while they play, recording the children's achievements in their individual learning journey records that are shared with parents. However, observations often describe an activity rather than evaluate the learning observed, and do not identify children's preferred learning styles. The childminder knows her key children well and is often able to identify the next steps in the children's learning; planning and organising an appropriate range of activities to support children's satisfactory progress. In spite of this, the assessment procedures are not robust enough to identify any gaps in children's learning, which does not help to support the effectiveness of timely interventions should this be necessary. The childminder completes the progress checks for children between the ages of two and three years. This enables her to summarise children's development in the prime areas of learning; a process which is

p.4

who attend

Partnerships between the childminder and the parents are generally good. The childminder gathers information about children when they first join, such as their likes and dislikes, topics of interest and their daily routine. This information is used to plan learning experiences that children like doing. The childminder gives daily feedback of how children have been and the activities they have taken part in during their absence. The childminder records children's learning in an individual learning journal, which is shared with parents so they can extend learning at home. Parents are encouraged to share information about children's achievements from outside of the childminder's home, ensuring that learning and development are fully supported.

p.4

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

The childminder takes appropriate steps to ensure that children feel at home in her care. She takes time to build strong relationships with parents and children within a warm, welcoming environment. As a result, children feel secure, settle quickly and become confident in their surroundings. The childminder gains medical and dietary information, and ensures that parents give their permission to enable her to care for their children as they wish. Through discussion, the childminder has a clear understanding of how to provide for their needs, supporting their emotional well-being. The childminder shares information with parents through daily discussions. As a result, she keeps up to date with any issues that might affect how children are feeling and can respond to any changes quickly. This helps her support children's emotional well-being. The children give their views, saying that it is fun at the childminder's home. The environment is welcoming and

p.4

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

there are a wide range of resources to motivate the children, inside and in the garden. The resources are accessible and children treat them with care, tidying up after themselves when they have finished playing. Children are given the opportunity to sit quietly and relax. For example, the childminder provides suitable bedding for babies, and soft cushions and chairs for the older children to access.

p.5

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

The childminder has suitable induction arrangements to help children settle in the setting quickly. Prior to children starting in the setting, they have short visits with their parents. Thus ensures that they get to know the childminder, her staff and the new environment. These arrangements build strong partnerships with families' right from the start. The childminder supports children who are moving on to school effectively through strong partnership working. The childminder has effective links with the local schools. For example, she organises and accompanies children on visits, and on occasion the new teacher visits the childminder's home. This gives children opportunities to meet their teachers and ask questions prior to starting school, which prepares them for the move to the next stage in their learning. The children behave well and this is reinforced by the childminder and assistant. They are good role models and give consistent messages about

p.5

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

behaviour, so the children understand what is acceptable. For example, the assistant encourages children to take turns and share resources. The children are encouraged to become independent with their health and self-care skills. They manage their personal needs appropriate to their ages and stages of development, and the childminder encourages this independence.

p.5

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

The childminder supports children to undertake good hygiene routines, reminding them to wash their hands before meal times. The children learn about how to lead healthy lifestyles. For example, they enjoy a range of healthy snacks and meals throughout the day, including fresh fruit and vegetables. The children all sit together at snack and meal times, and enjoy telling each other what they have done over the school holidays. This promotes good relationships across the setting. The children have opportunities to be outside every day. They can freely access the garden and the childminder takes them to local amenities where they can enjoy physical exercise. The childminder works with her assistant to plan challenges, such as obstacle courses, where the children can make their own risk assessments. This supports their growing self-confidence to attempt new challenges.

p.5

provision

Since the last inspection, the provider has focused on stabilising the staff team following changes in personnel. Arrangements for recruiting staff are satisfactory, including a Disclosure and Barring Service check, demonstrating that they are suitable to be in contact with children. In addition, both the childminder and her assistant maintain an up-to-date paediatric first-aid certificate. All required records, such as those relating to attendance and accidents, are clear and concise. This means the childminder appropriately promotes children's well-being and has procedures in place to keep them safe and secure. The childminder and her assistant have an adequate understanding of child protection procedures, and they attend training to update their knowledge. Written policies for whistleblowing and the use of cameras and mobile phones are suitably implemented and help to support children's well-being. The assistant confidently demonstrates her

p.5

provision

knowledge and understanding of safeguarding issues. Risk assessments are sufficient; they include the activities children participate in and the areas of the building children use and the outings they participate in. This practice ensures that the premises are kept safe. The childminder adheres to regulatory ratios, and assistants are deployed appropriately to supervise children in order to meet their needs and promote safety. Records for accidents and medication are appropriately maintained. External doors are kept secure, with keys stored nearby. The childminder undertakes regular fire evacuation practises, ensuring that children remain calm in the event of an emergency. These are recorded and made available to parents.

p.6

provision

Current monitoring of children's learning and development gives the childminder a broad overview of children's skills, abilities and progress. Documents demonstrate that children make suitable progress overall. The childminder and her assistant carry out regular observations of the children in their care. However, these procedures are not yet robust enough and do not always support them to accurately identify children's further learning needs. In addition, the childminder's current monitoring and tracking processes are not consistently thorough enough to identify individuals or groups of children who need interventions, or to highlight which aspects of teaching or the educational programme need improving. The childminder works with her assistants to evaluate their practice, identifying their strengths and weaknesses. Recommendations from the previous inspection have been successfully addressed. For example, parents are encouraged to

p.6

provision

share information about their children, to further support the continuity of learning.

p.6

provision

Positive relationships are in place with parents who receive verbal information about their child's routine and the activities they participate in upon collection. This enables relevant information to be shared, supporting children's development and celebrating their achievements. The parents' information board provides information about staff and activities, which enables parents to be involved in their children's learning. Information is shared with parents on entry to the setting, to ensure that they are fully aware of the childminder's policies and procedures. Parents express their satisfaction with the care their children receive whist in the childminder's care. They state 'It's really good to know that you and your assistance look after our children as well as we do. They are always excited to be going to join you and have a fantastic time.' The childminder has experience in working with other professionals. This supports her in seeking any further help required by

p.6

provision

children and their families. There are appropriate procedures for sharing information with other providers caring for the children.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY345671 Local authority Northamptonshire Inspection number 873430 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 16 Number of children on roll 28

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10