Childminder in West Northamptonshire

Inspection date

Previous inspection date 28/08/2014 06/11/2008

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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

 Children are progressing well because the childminder is knowledgeable about how they learn and teaching is good.  The childminder builds warm and close attachments with children and this gives them a strong sense of security. This is because she spends good quality time, supporting them in their activities and praises them frequently during the day.  The childminder ensures that children are safe within her home and on outings through the use of effective risk assessments and her secure knowledge of how to safeguard children.  Partnership with parents and carers is a real strength of this setting. The childminder includes parents in everything she does and this has a very positive impact on the care and education their children receive.  The childminder carries out effective monitoring of her provision. She is well motivated in her professional development, keeps up to date with current practice and has good

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This provision is good

links with other early years practitioners.

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It is not yet outstanding because

 The childminder has not carefully planned the provision of resources in her garden to ensure children have opportunities to make independent choices.

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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 compulsory part 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 viewed the premises used for childminding, both indoors and outdoors.

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Inspection activities

 The inspector sampled children's assessment records and the planning documentation and looked at a selection of policies and procedures, including safeguarding and risk assessments.

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Inspection activities

 The inspector carried out a joint observation with the childminder and discussed children's learning and development.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and her self-evaluation form.

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Inspection activities

 The inspector talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities both indoors and outdoors.

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Inspection activities

 The inspector took account of the views of parents by reading a number of comments on questionnaires and letters given to the childminder.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and children aged nine and six years, in a house, in Northampton. The whole of the ground floor and the rear garden are used for childminding. The childminder operates all year round from 7.15am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder attends a number of social groups, visits local shops and parks regularly. She takes and collects children to and from the local school and pre-school. The childminder holds an appropriate qualification at level 3. 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 children's outdoor play and learning by improving the provision for them to make independent choices, such as through the introduction of carefully stored resources in the garden, to provide self-selection for children.

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who attend

The quality of teaching is good. The childminder has a sound understanding of how to support children's learning and development. She is enthusiastic in her interaction with children in the activities, which in turn, sustains their engagement for long periods of time. The childminder is very effective in supporting children's communication and language skills. During a play dough activity, the childminder and children discuss the features and characteristics of animals, linked to recent trips over the summer. She shares her own knowledge of animals and encourages children's contributions to the discussion by asking open questions. The childminder extends the activity as she introduces pictures of animals and small-world animal figures. She encourages children to observe and describe the features of the animals. In this way, the childminder effectively extends their vocabulary as she introduces new words, such as 'tusks' and 'lobster'. She also supports the

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who attend

reinforcement of concepts and skills through the use of mathematical terms, for example, positional language and encourages the counting of animal body parts, such as legs. Consequently, children are developing essential skills that help them become ready for the next stage in their learning.

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who attend

The childminder encourages children to decide how long to engage with adult-led activities and what they want to play with during child-initiated play. They move around freely and independently select from the variety of resources available as they learn to make choices in their play. Children enjoy playing with the small-world toys and role-play resources and developing their imagination. They show high levels of fascination and create intricate play scenarios. The childminder skilfully reinforces concepts and key characteristics, such as highlighting differences in small-world figures and vehicles and relating these to known experiences in the children's repertoire, as she knows them well. The childminder has good quality resources, toys and equipment arranged in the playroom. Children can easily select from items arranged in boxes, on shelves and at floor level as they decide what to play with next. This develops their independence and confidence in a welcoming and

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who attend

accessible environment. However, there is scope for the childminder to mirror this good practice in her garden and offer children opportunities to lead their own learning through planned self-selection of resources and activities.

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who attend

Children make good progress because the childminder takes account of what they can do, how they prefer to learn and what they are interested in. The childminder gathers comprehensive information from parents about what children already know and can do. This helps her to identify accurate starting points for all children, which she then builds on. The childminder plans an appropriate range of activities across the seven areas of learning and consistently plans for children's next stage of learning. She works in conjunction with parents to outline next steps in key skills, such as letter recognition and early writing skills. In this way, children receive consistent challenge, both in the setting and at home, to develop the skills they need for their move onto school. The childminder closely encourages all parents to be involved in their children's learning. She completes the progress check for children between the age of two and three years and shares this with

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who attend

their parents. The childminder also regularly shares the children's developmental journals with parents and she invites them to comment on these. Additionally, she invites parents to complete 'home observation stars' to share children's achievements at home. The childminder posts these on a wall in the playroom. In this way, children's achievements and progress are shared and valued. As a result, children are observed to be confident learners, they are making good progress and are being well prepared for the next stage in their learning.

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

The childminder works closely with parents to support children's transitions into her care. Settling-in visits are offered, which means that children gradually become familiar with their new surroundings. A wide range of information is obtained from parents about children's routines, interests and individual needs in an 'all about me' booklet. This enables the childminder to offer a consistent approach, which supports children's emotional well- being very well. The ongoing sharing of information ensures children's needs continue to be met. The childminder ensures that she speaks with parents daily on arrival and collection about children's individual needs. She takes pictures as the children play and forwards them onto their parents, so that they can see what they are doing while they are at work. Parents find this very reassuring. Strong, warm and caring relationships between the childminder and children are evident. The childminder knows each child well and she is

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

very attentive towards their needs. Plenty of hugs and cuddles are offered, so that young children feel very welcome. She responds attentively to children's attempts to express themselves, which has a positive impact on their confidence and self-esteem. This helps them to feel good about themselves and children are observed to be very happy, content and secure.

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

The childminder understands the importance of integrating children into the community and plans regular visits to the local 'stay and play' groups and the children's centre where they socialise with others. As a result, children learn good social skills and manners, in readiness for their move onto other settings. Independence during routines is positively encouraged by the childminder, so children make good strides in their self-care skills. For example, children are encouraged to put their own shoes on to go outside and skilfully cut up their fruit at snack time. Children are helped to learn good hygiene routines. They know to wash their hands after using the toilet and before snack time and use the individual towels to ensure the risk of infection is reduced. Children's dietary health is promoted by the childminder, who provides healthy foods and encourages parents to do the same with their packed lunches. Mealtimes are sociable and fun occasions, when the

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

childminder and children sit together at the table and talk about family trips over the summer and food choices. This gives children the opportunity to re-fuel with nutritious food, while at the same time enjoying discussions with the childminder.

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

Children behave well due to the consistent boundaries and positive encouragement by the childminder. Additionally, the childminder has attended training in positive behaviour management and uses emotional mood cards effectively to help children learn to recognise and manage their emotions. The childminder acts as a good role model and gives clear age-appropriate explanations to demonstrate what is expected of them. For example, children are asked to put away the toys and resources they have finished playing with before they get out other items. The childminder supports children to learn about how they can keep themselves safe and they show very good awareness of this. For example, during imaginative play, children take their baby dolls for a walk across an imaginary road and say they must 'stop, look, listen'. Activities are provided at different times to enable children to progress across all areas of learning. For example, children

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

enjoy playing outdoors in the garden and visit the park regularly. This enables them to develop their large physical skills as they run and jump and play with a variety of equipment. There are some good-quality resources in the childminder's garden that promote challenges and these are appropriate and well maintained. However, opportunities for children to self-select resources are limited. This reduces their ability to make independent choices.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She attends relevant training, including safeguarding, food hygiene and first aid. The childminder has a good knowledge and understanding of child protection and what to do if she was worried about a child in her care. The childminder's policies and procedures are thorough and include a policy to guide practice if a child is missing, which addresses the recommendation outlined in the last inspection. The policies are regularly reviewed by the childminder to ensure that she keeps up to date with current legislation and good practice. She shares policies and procedures with parents, providing clear information about her provision. The childminder helps to protect children from harm by ensuring that her home is safe, clean and well maintained. She effectively uses risk assessments to help minimise

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provision

hazards to children in her home, garden and on outings. As a result, children are kept safe from harm. The childminder ensures that she obtains and records all of the legally required information on all of the children, including who has parental responsibility. Documentation to record children's accidents and the administration of medicines is well maintained by the childminder and she shares these with parents. This demonstrates that she is well aware of how to keep children safe and well protected.

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provision

The childminder shows a strong commitment to maintaining her skills and knowledge. For example, she attends training, performs research and seeks the support of other childminders to discuss and share good practice. The childminder uses self-evaluation effectively to highlight the strengths and weaknesses of the provision she offers. She ensures that she seeks the views of parents in her evaluation of her practice by sending out questionnaires on a regular basis. This enables her to make continuous improvements to children's care and learning. Recent questionnaires demonstrate that all parents are completely satisfied with the service they receive. The childminder has successfully addressed the recommendations raised at the last inspection. For instance, she has improved her planning system to very effectively outline next steps in children's learning. The childminder demonstrates how she is always evolving her practice and is open to any

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provision

suggestions that may improve the way she plans for children. This results in children continually benefitting from good standards of care and learning.

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provision

The childminder has a clear understanding of the importance of working in partnership with other early years providers and she has established effective links with the local school, children's centre and pre-school. Parents receive good quality information from the childminder very regularly. This ensures that they are fully informed about the organisation of the provision and their child's care and education. Additionally, the childminder works very hard to gather information and views from parents on an ongoing basis. This enables the childminder to support continuity in children's care and learning. The written comments from parents include that the childminder is very effectively supporting children to develop into well-rounded individuals and that they are being well prepared for their move onto school.

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The Childcare Register

The requirements for the compulsory 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 EY294536 Local authority Northamptonshire Inspection number 861514 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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