Crask, Sarah Jane

Inspection date

Previous inspection date 23/09/2014 26/05/2010

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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

 Children make good progress in their learning and development and have a positive attitude to learning. This is because the childminder knows them well and provides experiences that she knows they will enjoy.  Children form secure attachments with the childminder. A gradual introduction to her home helps children to settle quickly and enjoy their time at the setting.  Good communication with parents enables important information to be shared about children's welfare and learning. The childminder seeks comments from parents about the care she provides, enabling her to effectively meet children's individual needs.  Children are kept safe in a secure environment. The childminder demonstrates a good knowledge and understanding of safeguarding procedures and identifies and minimises potential risks to her home.

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It is not yet outstanding because

 The childminder sometimes misses opportunities outside of the home to fully extend children's interest in numerals and shapes in the environment.  Children's understanding of how simple equipment and technology toys work is not optimised because they do not consistently use them in their play.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities taking place in the playroom and garden.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and five-year-old child in a house in Daventry. The whole of the ground floor and the rear garden are used for childminding. The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre- schools. There are currently five children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She has an early years qualification at level 3.

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

 make the most of the outdoor environment to strengthen the opportunities that children have to recognise numerals and shapes in their surroundings

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

 create further opportunities for children to develop skills for the future by extending the range of information and communication technology resources, for example, by providing torches, calculators and remote controlled toys.

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who attend

The childminder has a good understanding of how children learn through play. Consequently, children's learning is effectively promoted. This is because they engage in an exciting range of activities, which are planned around children's interests. The childminder gathers information about children's starting points through discussions with parents and from her own initial observations. This enables her to realistically plan activities that meet children's individual needs well. Ongoing observations and assessments successfully identify the next stage in children's learning. Parents are well- informed about children's progress and contribute to their child's learning journal. The childminder discusses, with parents, ways of supporting and extending children's learning. For example, children can continually enjoy listening to their favourite stories because parents loan books. Some parents also purchase toys that they know that their children

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who attend

play with in the childminder's home. As a result, children make good progress and are preparing well for the move to school when the time comes.

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who attend

The childminder uses effective teaching methods to extend children's learning. She successfully helps children of all ages to develop their communication, language and critical thinking skills. This is through continually chatting to younger children as she plays alongside them and by asking older children questions to promote their thinking. For example, young children playing with toy food learn to identify strawberries and older children think about which animals eat carrots. As a result, all children are effectively challenged according to their age and stage of development and they becoming confident talkers. Children use their imagination well, setting out a kitchen ready to cook the food. They decide to make a chocolate cake using the toy mixing bowl. The childminder teaches them how to hold the whisk and how the button on the top switches the appliance on and off. Consequently, children are beginning to learn how to operate some simple equipment.

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who attend

However, their skills in this area are not optimised because they do not access a good range of technology toys and equipment to consistently build on their developing understanding of how things work. Literacy development is promoted well. The childminder provides examples of words and letters around her home including colourful displays at child height on the wall and a range of their favourite books. Children naturally show their curiosity about the words and pictures and in this way are being introduced to the idea that text carries meaning. The childminder uses props to ensure that children are fully engrossed when she reads stories. For example, a silver shiny blanket becomes a pond and children have great fun fishing with their rods as she reads a story about a fish. Children have opportunities to paint, draw and play with dough. These activities enable children to explore their creativity.

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who attend

Children thoroughly enjoy outdoor play. They ride on wheeled toys and explore and investigate in the sand and water, naming various shapes and filling and emptying containers. Children bury plastic insects in sawdust working out that the heavier ones will sink to the bottom and others will stay on top. They line up cars and count how many they can roll down the plastic guttering before they drop out of the other end. However, there are sometimes missed opportunities for children to recognise numerals and shapes outside of the home environment, in order to fully enhance their good mathematical skills. Children use the garden to learn about the natural world. They are fascinated by the windmills. Children learn that the wind makes the sails turn around and on a calm day they try their best to make them move by blowing on them. Children walk in the community and meet people to help them learn that about the world around them. A good

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who attend

range of resources show positive images of others so that children having a growing understanding of similarities and differences in people. Children also learn that we can communicate in different ways. For example, the childminder labels toy boxes in English and Polish. As a result, children gain a good awareness of the diverse society in which they live.

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

Children are settled and show a strong sense of belonging in the childminder's home. This is because they form trusting relationships with her. They confidently and enthusiastically explore their environment and participate in activities with enjoyment. Children are secure in the care of the childminder and this is due to the strong partnerships between the childminder and parents. The childminder makes good use of opportunities to share information at the beginning or end of the day and this means that she is well-informed about children's changing care needs.

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

The childminder's home is child friendly and has a range of good quality toys that support their learning. Children are able to choose their own activities and this means they are engaged and able to follow their own interests throughout the day. Children learn to behave well because the childminder has firm boundaries in place. She uses distraction and simple explanation when young children because frustrated and this enables them to learn about excepted behaviour. The childminder takes children to toddler groups and other local activities. These regular visits offer a gradual introduction to a wider circle of friends and enable children to experience different play situations. This promotes their confidence effectively and helps prepare children emotionally for their move to pre-school or nursery.

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

Children learn about keeping themselves healthy. They know that they need to wash their hands frequently, especially before meals. The childminder provides healthy snacks and plenty of drinks during the day. This helps to reinforce the importance of a good diet and helps to develop good habits for later life. Children are encouraged to acquire good self- help skills, such as pouring their own drinks and helping to make sandwiches. They also help to tidy toys away and are very responsive to the praise they receive for their efforts. Consequently, children have high self-esteem. Children enjoy visits to the local parks. They learn the benefits of being outside in the fresh air where they can be active and they enhance their physical skills by using climbing equipment. During these play opportunities children are able to learn about taking small risks in their play and how they can keep themselves safe. For example, they learn to correctly use the steps on the slide and to sit

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

down when they get to the top to prevent toppling over.

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provision

The childminder has a good understanding of how to protect the children in her care. She is aware of her local safeguarding procedures and knows who to contact should she be concerned. A well-written policy is shared with parents so that they are clear of the childminder's responsibilities in keeping children safe from harm. All adults living on the premises are suitably vetted and children are only released into the care of named individuals. Documentation is maintained well and all policies and procedures effectively support the childminder's practice. The childminder visually checks the premises and records her findings. This ensures that any potential risks are identified and reasonable steps are taken to minimise hazards to children both inside and outside the house. Fire safety equipment is in place and the evacuation plan has been practised with the children so that they are familiar with what to do. Consequently, children are able them to move

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provision

The childminder uses self-evaluation to identify her strengths and areas for improvement. She considers the opinions of parents and children to help her to make informed decisions about her service. For example, children suggested making models from salt dough, so the childminder included this activity in her planning. In addition, the childminder introduced a reward chart to support a parent in promoting good behaviour. The childminder monitors children's progress and the educational programmes effectively and any gaps in her provision or children's progress are quickly identified. As a result, children are making good progress towards the early learning goals. The childminder networks with other local childminder's to keep up-to-date with current childcare legislation and to share good practice. She and has identified training courses to help her continual professional development. Consequently, children benefit from her improved knowledge

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provision

Partnerships with parents are secure. The childminder works alongside parents in completing the progress check for children between the ages of two and three years. Parents are provided with this summary of their child's development to help to identify any additional support that might be need. Parents praise the childminder, commenting on the steady progress they make and how delighted they are with the support their children receive. The childminder effectively shares information between settings when children attend more than one provision to consistently support children's learning in her home. She is very clear about working with other professionals to ensure prompt intervention if necessary so children's needs are met. As a result, all children make good progress in their learning and development.

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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 EY402151 Local authority Northamptonshire Inspection number 875203 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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