Browne Kathryn

Inspection date

Previous inspection date 03/09/2014 25/02/2011

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early years provision

This inspection: 2 Previous inspection: 3 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

 Teaching is good. Communication and language skills develop well through the childminder's positive interaction with children. She listens carefully and asks a range of open-ended questions to help children think for themselves.  Children form strong bonds and warm relationships with the childminder. They are settled in her care, demonstrating that they feel safe and secure.  Children's welfare is promoted because the childminder demonstrates a good understanding of her responsibilities with regard to safeguarding and child protection. She ensures the home is risk assessed and supporting policies are in place to keep children safe.  The childminder reflects on her childminding service well to make continuous improvements, and therefore, benefit the children and their families.

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It is not yet outstanding because

 There are further opportunities to extend children's independence during snack and meal times as children do not serve themselves food or drinks.

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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 within the two playrooms, the kitchen and the outside learning environment.  The inspector spoke with the childminder during the inspection.  The inspector looked at children's assessment records and planning documents.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 1990 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children aged 16 and 19 years in a house in Towcester. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis, and is able to collect children from the local school and pre-schools. There are currently six children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 5.30pm, 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:

 increase children's independence at meal times, for example, by allowing them to serve themselves food and drinks.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements and knows that children learn best through play. She uses information gained from parents and observations of children's achievements to monitor their progress and identify next steps in learning. The childminder has a good knowledge of individual children's interests and plans activities around these to extend their learning. As a result, children make good progress from their starting points. Children have access to a wide range of resources and learning experiences, which cover the seven areas of learning. The resources available support children at different ages and stages of development. The environment is planned well, enabling children to move around the play space dedicated to their needs. Consequently, children are able to make independent choices in their play, as well as taking part in activities planned by the childminder. The

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who attend

childminder plans a good range of activities to teach children an understanding of number, colour, size and shape. For example, during imaginative play, children are given simple instructions to follow, such as 'can you pass me the blue bowl?' or 'how many children need a fork?' During a water play activity, children explore measurement as they have fun filling and emptying containers. The childminder provides a good selection of toys and resources to help children learn about diversity. Children find out how things work as they use toy telephones, musical keyboards and other programmable toys. They develop their creativity and imagination as they play musical instruments, dance and sing songs and rhymes. Children have secure relationships with one another, often laughing as they dress up and play well together. On occasion the children call to the childminder to join in their play, where she also wears hats and costumes at their request.

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who attend

The childminder provides a wide range of activities and opportunities with good levels of challenge that are developmentally appropriate. Consequently, children are interested and motivated, gaining the necessary skills and attitudes in preparation for their next stage of learning. Children's communication and language abilities are developing well. This is because the childminder provides running commentary, skilfully repeating and extending children's phrases. This encourages very young children to chat and become engaged in the activity. In addition, when working alongside older children, the childminder asks a range of open questions, such as 'I wonder how and what if?' Furthermore, the childminder engages children in a wide range of conversations supporting them to develop their vocabulary. Children have many good opportunities to practise their early writing skills, as they make marks with their fingers in paint, shaving foam, wet sand or dough.

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who attend

The childminder ensures that children have free access to crayons, pencils and paper inside the home and in the outdoor environment. For example, she has created an outdoor office, where children access a wide range of stationary equipment including leaflets, envelopes and tape. As they do so they talk about their recent visit to the bank.

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who attend

Parents and carers are actively encouraged to be involved in their child's learning. The childminder provides a detailed account of the children's daily activities upon their collection. She skilfully identifies ways to provide regular feedback to those parents unable to collect their children regularly. For example, the childminder uses communication diaries and telephone calls. The childminder shares observations with parents and gives them opportunities to look at and contribute to their child's individual learning records. This regular exchange of information enables parents to be part of their child's ongoing learning and development and supports good learning outcomes for children. The childminder completes the progress check for children between the age of two and three years. In addition, assessments are completed, identifying their achievements. These are all shared with parents and support home learning.

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

Children are cared for in a bright and stimulating environment, with attractive displays of their artwork and photographs, helping them to achieve a strong sense of belonging. Children demonstrate that they feel safe and secure in the childminder's home, as they separate from their parents and quickly settle to play. The childminder gathers information from parents when children start, incorporating this into activities so that all children settle well. The childminder works very well with the local pre-school and school. Information is shared effectively as part of arrangements to promote smooth transitions from home to the childminder and from the childminder to school or pre-school. As a result, children are emotionally well prepared as they move on to a new setting. Part of this preparation involves the childminder and children attending various family activities at school so that children become familiar with the new environment. This also helps parents to feel

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

involved, even when they cannot attend the activities themselves. The positive comments made by parents, children and other providers illustrate the high regard in which the childminder is held. Children show that they are settled and happy in their environment. For example, the childminder reassures young children when they are feeling unsure. She goes down to their eye-level and acknowledges how they are feeling. This approach gives children the individual time and space that they require. The childminder makes appropriate assessments on the spot about children's well-being. For example, when a young child refuses a drink, the childminder lets him choose a special cup from the cupboard. This ensures that he drinks regularly and that his well-being is maintained. The childminder manages children's behaviour well, providing a good role model to help children develop politeness and consideration of others. She successfully teaches children to keep

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

themselves safe in their environment by encouraging them to keep areas tidy and put resources away after use. In addition, children receive lots of support, praise and non- verbal communication from the childminder. This supports their understanding of acceptable behaviour and promotes their self-esteem. Any behaviour issues are managed in an appropriate manner, with the childminder discussing the unwanted behaviour. For example, she calmly supports a child to understand how they can improve their actions, learning the difference between right and wrong.

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

Children enjoy fresh air and exercise everyday as they use slides, ride-on toys and more challenging apparatus at the local park. The childminder teaches children to be aware of their own safety. For example, they learn about crossing the road safely and take small risks as they climb on apparatus at the park. The childminder encourages parents to provide healthy snacks and meals. She is fully aware of the children's individual dietary requirements. Children are supported to develop healthy practices especially at snack and meal times. The childminder encourages children to be independent in their self-care. For example, she oversees a small group of children who independently wash and dry their hands, praising them for their efforts. Children respond well, demonstrating that these routines are embedded in their daily experiences. In addition, children who are in nappies are changed discreetly. During snack, children are able to choose from a healthy selection

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

of fruit and vegetables. However, opportunities are overlooked for children to serve themselves food and drink, encouraging further independence. The childminder effectively uses meal times as a social occasion. She takes the opportunity to talk to the children about a variety of subjects. These include ideas for future activities, upcoming outings, their family and about the healthy snacks they eat.

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provision

Children are safeguarded because the childminder has a good knowledge and understanding of the safeguarding and welfare requirements. She is fully aware of her role and responsibilities in protecting children and has recently undertaken further training to ensure that this knowledge is maintained. The childminder demonstrates a professional knowledge of the local safeguarding procedures. This includes how to respond and who to contact if she has a concern about a child or an allegation is made. The childminder has written policies, which she shares with parents, to inform them of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder ensures that her premises are safe and secure and she risk assesses both her home and equipment to minimise risks to children. All adults in the home are suitably vetted and subject to appropriate checks. As a result, children can play and learn in

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provision

safety. The childminder has a relevant first-aid qualification and uses effective systems to record accidents and medication administration. The childminder has an emergency evacuation procedure in place, which children practise so they know what to do in the event of a fire.

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provision

The childminder is fully aware of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She is well organised, and therefore, has all the relevant paperwork in place for her childminding service. The childminder plans a well-balanced educational programme to help children to make good progress towards the early learning goals in preparation for future learning. Each child has an informative learning journal containing photographs and the childminder's observations of their involvement in activities. The childminder completes progress summaries on the children's learning and development. This helps her to identify and take action to close any gaps in their learning. The childminder has a good understanding of her role in monitoring the delivery of the educational programmes. She also monitors the continuous provision for children in the indoor and outdoor learning environments, in order to plan for

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provision

their learning needs. The childminder has worked closely with her local authority adviser to complete her self-evaluation. This has enabled her to recognise her strengths and accurately identify areas for improvement, such as continuing to gather new resources to inspire children's interests.

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provision

Partnership working with parents, carers and other early years providers is very strong. Information is constantly exchanged verbally and through communication books. Parents' views are sought through questionnaires. As a result, good quality information is shared and partnerships with parents are strong. Children's progress files are regularly shared with parents and provide detailed information on each child's progress and development. Parents are encouraged to contribute to this process by sharing information relating to their children's interest and achievements from home. Parents comment that they are very happy with the childminder and communication is a real strength. They speak with confidence and pleasure about their child's personal development and how the childminder takes time to share information and keep them updated.

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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 220470 Local authority Northamptonshire Inspection number 876341 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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