Hardwick, Tracey Beverley

Inspection date

Previous inspection date 29/09/2014 24/11/2008

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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

 The quality of teaching is good because the childminder has a thorough awareness of how young children learn and develop. As a result, children are eager to learn and demonstrate a high level of engagement considering their ages.  The childminder is enthusiastic and uses her knowledge and understanding to engage herself within the children's play. As a result, they are motivated and eager to learn.  The childminder teaches children to be independent in their self-care routines and they fully cooperate with her requests, such as helping to tidy up at the end of the session.  The childminder has a good level of understanding of how to keep children safe and secure in her care.

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It is not yet outstanding because

 Children who prefer to learn in different ways, such as actively outside, do not always have access to activities, which cover the whole educational programme, in particular activities that foster their literacy skills.

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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 in the kitchen, main playroom and outside.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector looked at a range of documentation, including the provider's self- evaluation form, policies, procedures and risk assessments.  The inspector looked at children's records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications including Disclosure and Barring Service checks for the childminder and other household members.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 11, 17 and 19 years in a house, in the village of Brixwoth, Northamptonshire. The whole of the ground floor and the rear garden are used for childminding. The family has a pet dog, gerbils and rabbits. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven 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 8am 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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To further improve the quality of the early years provision the provider should:

 strengthen the provision for those children who prefer to learn actively outside, so that they can access all aspects of the educational programmes offered, including activities, which foster their literacy skills.

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who attend

The quality of teaching is good. The childminder has a secure knowledge and understanding of how children learn and develop. She records the children's individual achievements and development within a learning journal. The learning journal includes observations of children during play, photographs, samples of their work and completed assessment records. All documentation is shared regularly with parents. In addition, ongoing discussions and written feedback ensure that parents remain involved and up-to- date about their children's progress. The childminder frequently tracks and monitors progress made by individual children. This ensures that all children are making the best possible progress. The childminder plans a broad range of adult-led and child initiated activities that effectively support children's emerging needs or topics of interest. The childminder provides a stimulating environment, which is still homely for the very young

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who attend

children to feel secure and enthusiastic to learn. For example, print, numbers and pieces of children's artwork are displayed within the home. The childminder has a good selection of resources and equipment. They are of good quality and meet the needs of the children for which she cares for. As a result, children learn to make their own choices and become active learners. That said, children who prefer to learn actively outside, do not always have access to outdoor activities, which foster their literacy and numeracy skills. The children's communication development is supported well. The childminder speaks to the children continually about what they are doing. She narrates her actions and talks to them as a matter of routine. For example, during play, the childminder introduces new vocabulary. The childminder also uses the children's interest in books and stories to support their growing confidence to construct sentences. Younger children, who are

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who attend

beginning to form words, are supported effectively. For example, the childminder listens actively to the different messages young children try to convey. She repeats and correctly models the language to encouraging them to build meaningful sentences and their self- confidence. The childminder visits local toddler groups and children's centre activities outside the home to support children in their personal and social development. This helps children have the key skills they need for their next stage of learning, including school.

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who attend

Partnerships with parents are well established. Observations and assessments are used effectively to monitor children's progress. These are shared with parents and to used plan for their next steps in learning. In addition, the childminder encourages parents to share further information about their children's achievements at home. This ensures that the children's next steps in learning are identified accurately. At the end of the session, the childminder provides detailed information to parents about the learning experiences that children take part in, during their absence. For younger children, information of their care routines are recorded within a daily diary, ensuring that parents are kept up to date. The childminder works closely with parents to ensure the progress check for children aged between two and three years is completed, prior to the two year health check.

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

The childminder provides a warm, homely environment, which enables the children to feel relaxed and emotionally secure. The children form secure relationships and are happy and content in her care. On entry, the childminder gains useful information from parents about their children's individual needs, routine and past learning experiences. This is used to identify the children's starting points and provide meaningful learning experiences. As a result, children's ongoing development is effectively supported. This information enables the childminder to settle children well, involving parents in their children's learning from the start. Settling-in arrangements are very much catered to the child and their family's needs. This helps to ensure a happy, smooth transition between home and her care. The childminder recognises that this can be an anxious time for parents and provides them with lots of reassurance that their child will be well cared for during their absence. The

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

childminder built strong relationships with children in her care. This enables her to provide fun ways to learn and explore the world around them. For example, she recognises that children like to play imaginatively and provides resources and involves them in pretend cooking play. She skilfully extends their learning, providing different sizes cups, bowls and other cooking utensils. The childminder uses daily routines, such as snack time to extend the children's learning further by introducing simple mathematical concepts. For example, shape and number. She models simple counting with the children, encouraging them to join in.

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

The childminder teaches children about appropriate and inappropriate behaviour. For example, she models how to share their toys and be kind to one another. She uses lots praise to give encouragement to be helpful and cooperative, building their self-esteem. The childminder is a good role model for children, treating them with respect and kindness. The childminder supports younger children well. For example, the she skilfully supports a younger child to investigate glue and mark making tools, using their sensory skills. This ensures that all children are encouraged to participate fully, playing alongside older or more able children. The childminder has a good understanding of nutrition and healthy eating. She ensures that children have a ready access to drinks, keeping them hydrated. All children are encouraged to sit at the table for their meals. Young children show their understanding of this. They follow instructions to sit in their chairs, when the

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

childminder suggests they have snack. This helps to develop their personal and social skills during meal times.

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

The childminder gives a high priority to keeping the children safe and has effective procedures in place to deal with any accident. She maintains good records of risk assessments of the home, indoors and outdoors, and for all types of outings. Providing a safe and secure environment for children to learn and explore. Children's understanding of risk assessment is promoted through simple activities, such as tidy up time, to prevent too many toys being left out and potential trips and falls. Children learn about healthy lifestyles as they enjoy daily trips outdoors. For example, walking to the local school, local parks or toddler groups, promoting their physical development and social skills. In addition, children have daily access to a large outdoor space with climbing equipment, which develops their physical skills. Children are introduced to the rules for each piece of equipment to develop their understanding of dangers and potential risks. This supports

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

their independence skills as they learn to manage risk and keep themselves safe during their play.

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provision

The childminder has a good understanding of her role and responsibilities to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a secure understanding of what would alert her to any concerns about children in her care. The childminder is fully aware of the procedures to follow to ensure all children are protected from harm. She is well organised and maintains all the required paperwork. For example, policies and procedures are well written and accurately reflect practice. These policies are shared with parents upon entry and any changes are shared when they are reviewed. Comprehensive risk assessments help ensure the environment, both inside and outside the home are safe. The outdoor area has a large climbing frame and slide, which has detailed risk assessment in place. It outlines potential risk and measures undertaken for safe usage. Parents sign to agree that their children can use the equipment. Any

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provision

accidents are recorded appropriately and information shared with parents. There is a suitable fire evacuation procedure and the childminder practises the drill with children. This enables her to evaluate any risks and helps children to know what to do in the event of an emergency.

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provision

The childminder sets high standards for her childminding service. She demonstrates a genuine enthusiasm for her work and is motivated to further develop her practice and thereby, improve the outcomes for children. The childminder continues to study, raising the level of her qualifications and attends a wide range of additional training in order to continuously improve her practice. The childminder's honest approach to self-evaluation enables her to identify changes and prioritise improvements. The views of parents and children are sought and recorded effectively. All improvements identified relate to her commitment to providing a stimulating home environment. This is continuously changing in order to meet children's needs and promote their overall development. She understands her strengths and has planned for areas of improvement, such as extending her outdoor area to include all area of the educational programme. The childminder utilises local

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provision

resources exceptionally well. For example, she uses a wide variety of community resources, such as a children's centre, the library and a soft play centre.

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provision

Partnerships with parents are well developed. Regular reports and assessments are shared with parents to ensure they have a clear awareness of their children's ongoing progress. Parents are then encouraged to share this with their health visitor. Parents report that their children are happy in the childminder's care and that they receive accurate feedback regarding their child's progress. The childminder has good knowledge of how to work in partnerships with other early years providers. She understands how to share information regarding children's progress, ensuring consistency in meeting the needs of children who attend other settings.

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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 EY374423 Local authority Northamptonshire Inspection number 858248 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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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