Childminder in North Northamptonshire

Inspection date

Previous inspection date 10/09/2014 04/01/2012

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early years provision

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

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This provision requires improvement

 The childminder is alert to the signs and symptoms of child abuse and knows what action to take if she is worried about a child in her care. This supports the protection of children.  Children form secure attachments with the childminder. Relationships are warm and nurturing, which effectively supports their emotional security.  The childminder provides a good range of healthy, balanced and nutritious meals and snacks. This supports children's growth and development.

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It is not yet good because

 Ongoing assessment of children's learning and development are not always consistently linked to the planning of activities. As a result, children are occasionally not provided with challenging activities that are fully matched to their learning needs.  Children's good health is not always consistently maintained, which means there is a risk of cross-infection.  The childminder does not expand on the range of resources and activities available in the outdoor environment to ensure these are used more effectively. Consequently, learning opportunities are not always fully optimised.  Self-evaluation, including asking parents and children for their views about the service provided is not sufficiently robust, in order to monitor all aspects of the childminder's practice.

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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 checked evidence of suitability of the childminder and discussed self- evaluation.  The inspector conducted a tour of the premises during the inspection.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journey records, planning systems, a selection of policies and procedures and children's records.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged six, nine and 10 years in a house in the town of Kettering, Northamptonshire. A designated room on the ground floor is used for childminding. Toilet and sleeping facilities are provided on the first floor and a rear garden is available for outdoor play. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. She 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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must:

 ensure assessment is consistently used to inform the planning of challenging activities that are fully matched to the children's learning needs and therefore, helps them to make the best possible progress

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must:

 ensure good hygiene routines are consistently maintained to minimise the risk of cross-infection, with particular reference to the changing mat used to change younger children's nappies.

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

 extend the use and range of resources and materials in the outdoor environment to ensure all children are fully motivated and engaged in their learning

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

 develop procedures for self-evaluation to ensure identified priorities and targets for improvement are based on the rigorous monitoring of practice.

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who attend

The childminder observes children as they play and takes photographs of them participating in the activities provided. She is continuing to develop her skills to evaluate this information, in order to identify children's next steps in their development. However, identified priorities are not always routinely used to inform the planning of challenging activities that consistently engage and motivate children. As a result, children make satisfactory rather than good progress. The childminder understands the requirement to complete the progress check for children between the ages of two and three years, so that she is aware of their progress at this stage. However, at the time of the inspection, the childminder has not been required to implement this in practice.

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who attend

The childminder generally interacts with the children as they play. She develops young children's interest in books by reading age-appropriate stories and rhymes to them. For example, young children enjoy exploring books with flaps to lift and different textures to feel. Additionally, the childminder consistently chats to the children. She introduces new vocabulary, such as 'fluffy' and 'rough' and encourages young children to copy and form simple sentences, which appropriately supports their early language development. The childminder encourages children to build relationships with other children attending the provision. She supports babies developing physical skills because she provides appropriate resources for them to pick up, hold and explore. For example, children grasp rattles, reach out to press levers on the activity centre and look at themselves in the mirror. The childminder provides opportunities for children to develop their physical skills in the

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who attend

garden. For example, children access the swings, wheeled toys and go down the slide. However, the range of additional toys and activities provided in the outdoor environment to further support children's play and development are not yet fully developed. For example, there are fewer opportunities for children to learn about the world around them and to look at books outside under the shade of the tree.

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who attend

The childminder values parents' views and comments and warmly welcomes them into her home. Parents are asked to share information about their child's care routines and achievements at the start of the placement. The childminder subsequently uses this information to aid the initial assessment process and to help settle new children in her care. Through informal conversations, parents are kept suitably informed about their child's progress and achievements. Additionally, the childminder shares children's development record folders with parents and encourages them to share information about their children's ongoing learning and development at home.

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

All children and their families are warmly welcomed into the childminder's home. The childminder displays a warm and caring nature with the children. For example, she talks affectionately to children and they willingly sit on the childminder's lap to listen to a story. As a result, children demonstrate that they feel safe and secure, which effectively supports their emotional well-being. Written information is gathered and thorough discussions take place with parents when children start at the setting, so that the childminder is able to meet their individual needs. For example, information is obtained about children's care needs and any known dietary and medical requirements. This promotes stability in the children's care and supports their continual well-being. The childminder appropriately prepares and supports older children as they move into reception class at school. For example, children are encouraged to develop their confidence and independence skills,

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

such as putting on their outdoor clothing by themselves. Additionally, children are supported to develop their letter and number recognition skills. The childminder's home is safe and adequately resourced. However, the childminder does not always make the best use of resources and materials to support children's learning and development in the outdoor environment. For example, the playhouse in the garden does not contain a sufficient amount of resources to enable children to fully stimulate their ideas and imaginations. As a result, children's interest is not sustained, which means that they wonder off and learning opportunities are lost. The childminder holds a current first- aid certificate, which means that she is able to provide children with appropriate treatment in the event of accidents. She effectively supports children to develop an awareness of safety and how to stay safe. For example, the childminder teaches children how to cross

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

the road safely and how to use play equipment in the garden safely. Children behave well for their age and stage of development and are encouraged by the childminder to play cooperatively, to share resources and be kind to their friends. The childminder praises children for their achievements, which successfully builds their confidence and self- esteem.

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

Children benefit from active play in the garden and young children are able to rest and sleep according to their needs. This effectively supports their continuing well-being. The childminder maintains a clean environment and procedures for hand washing and the disposal of nappies are appropriate. However, occasionally children's good health is not always consistently maintained. This is because the childminder sometimes places a fabric cloth on top of the changing mat and does not immediately change this before it is used by other children. This means that there is a risk of cross-infection. The childminder obtains information about any special dietary requirements, preferences and food allergies. She prepares healthy, balanced and nutritious meals for children and ensures fresh drinking water is made available. For example, children enjoy roast dinners and Mexican dishes. Additionally, children are encouraged to help the childminder prepare their

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

meals and snacks. They enthusiastically use a fork to whisk their eggs in preparation for their scrambled egg. The childminder successfully uses this time to encourage children to develop their self-care skills and take responsibility. For example, younger children learn how to hold their spoons to feed themselves and babies are supported to hold their bottle of milk.

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provision

The childminder demonstrates a sound understanding of safeguarding procedures. She understands the possible signs of child abuse and knows what to do if she has concerns about a child's welfare. She has written safeguarding procedures in place to share with parents, so that they understand her responsibilities to protect children from harm. The childminder's supervision of the children is appropriate and a daily check of her home ensures any potential hazards are kept to a minimum. For example, the childminder ensures that the front door and rear garden gate are secure and dangerous substances are made inaccessible to children in the kitchen. Additionally, appropriate checks are carried out on all adults living on the premises to safeguard children. The childminder is aware of her responsibilities to meet the learning and development requirements. She is continuing to embed procedures to monitor the delivery of the

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provision

educational programmes for all children, including the tracking of their progress. However, assessments of the children are not always effectively used to plan challenging and interesting activities that support children to make consistently good progress. The childminder is beginning to reflect on her practice by identifying her strengths and some areas for development. However, self-evaluation procedures, including asking parents and children for their views about the service provided are not sufficiently robust. Consequently, clear targets for improvement have not been set, in order to continue to develop and enhance on current practice. The childminder has met the actions raised at the last inspection. She welcomes support and advice from the local authority advisory team and attends a range of training courses, including early experiences, brain development and behaviour, to support her in developing her knowledge.

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provision

The childminder establishes positive relationships with parents. Communication is friendly and the childminder shares her policies and procedures. Additionally, information is provided about the Early Years Foundation Stage in the children's development record folders. This provides parents with an appropriate range of information about the service provided. Parents indicate that they are pleased with the childminder's service. The childminder understands the role of other professionals, in order to gain support and interventions for individual children, so that all children receive the support they need. Furthermore, the childminder understands the requirement to develop partnerships with other providers, who deliver the Statutory framework for the Early Years Foundation Stage. Although, to date, she has not been required to implement this in practice.

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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 EY429509 Local authority Northamptonshire Inspection number 875922 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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