Baxter, Anita Linda

Inspection date

Previous inspection date 08/10/2014 23/10/2008

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early years provision

This inspection: 2 Previous inspection: 1 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 childminder builds on the children's interests as they play and effectively shapes her teaching techniques accordingly. This successfully supports children to reach the next stage in their learning and development.  Children are happy and form secure bonds with the childminder, which effectively supports their emotional development.  Children are safeguarded because the childminder knows what to do if she is worried about a child in her care.  The childminder works closely in partnership with parents and carers. This integrated approach effectively supports the children's care and education.

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It is not yet outstanding because

 The childminder does not always provide a wide range of activities and experiences to further support children's development across all areas of their learning while playing in the garden. Consequently, learning opportunities are not always as fully maximised as at other times.

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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 conducted a tour of the premises during the inspection.  The inspector observed children's activities and routines in the indoor 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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Inspection activities

 The inspector checked evidence of suitability of the childminder and family members and discussed self-evaluation.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and one child age 17 years in a house in Lumbertubs area of Northampton. The ground floor of the childminder's house is used for childcare purposes, including toilet and sleeping facilities. There is a fully enclosed garden for outdoor play. The childminder has a pet dog and a cat. She attends toddler groups and activities at local children's centres and visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently 12 children on roll, of whom four are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the range of activities and experiences in the garden to further support children's development across all areas of their learning.

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who attend

The childminder has a secure knowledge of how to promote the learning and development of the young children. For example, the childminder focusses on the prime areas of learning; communication and language, physical and personal social and emotional development, for the youngest children she cares for. She understands the need to support and consolidate these foundations of learning to ensure children's ongoing progress in readiness for their move on to other early years provisions and school. For example, trips to toddler groups support young children to develop their social skills as they learn to play with others. Additionally, the childminder successfully supports children's developing physical skills. For example, young children develop their coordination skills as they learn to carefully stack the colourful soft play cubes on top of one another to build a tower. Furthermore, the childminder plans regular trips to the park.

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who attend

This provides opportunities for older children to access more challenging apparatus, such as the climbing frame.

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who attend

The childminder works closely with parents and carers regarding children's learning. She obtains information about each child's favourite activities and stage of development at the start of the placement. For example, information is obtained about 'what I am really good at' and 'these are some ways I like to communicate with others'. The childminder uses this information to settle children and to plan their future learning based on their individual needs. She subsequently observes children during their play; recording some of her observations and the photographs taken of them participating in a range of activities. The childminder uses the observations to help her regularly assess children's progress towards the early learning goals. This system is effective in ensuring all children make progress in relation to their starting points. Through a combination of informal conversations, the use a daily communication book and access to assessment records parents are kept well

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who attend

informed about their child's progress and attainment. Additionally, the childminder understands the requirement to complete the progress check for children between the age of two and three years, so that she is aware of their progress at this stage. This means that any concerns regarding children's development are identified at an early stage.

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who attend

The childminder builds on the children's interests as they play and effectively shapes her teaching techniques, language and questioning skills accordingly. For example, children playing with balls in the ball pond are shown how to roll them along the ground and through the tunnel. As a result, young children copy and enthusiastically retrieve their balls from the other side of the playroom before rolling them again. Additionally, the childminder counts the number of balls as she passes them to the children and encourages them to begin to recite some numbers in sequence. The childminder successfully supports young children's developing language skills. She consistently chats to children as they play, talking to them about what they are doing and introduces new vocabulary, such as bus and sun, as they look at the picture books. Additionally, the childminder encourages young children to imitate sounds in their play, such as quack,

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who attend

quack for a duck. As a result, young children copy and demonstrate a willingness to have a go themselves. Children have access to the childminder's garden. For example, children play on the small slide and climbing equipment. However, the childminder does not provide a wide range of additional activities and experiences to further support children's development across all areas of their learning. For example, opportunities for older children to learn about the natural environment, such as planting and growth. As a result, learning opportunities are not always fully optimised.

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

The childminder gathers a good range of information about each child's care routines when they first start, this enables her to meet their individual needs to a good standard. For example, information is provided about any known dietary requirements and medical needs and all required consent and permission forms are in place. Close attachments are formed between the childminder and the children she minds. For example, children naturally include the childminder in their play and any anxieties are resolved by a cuddle from her. As a result, children demonstrate that they feel safe and secure, which effectively supports their emotional well-being. The childminder, supports and helps to prepare older children as they move onto other early years provisions and school. For example, the childminder talks positively to the children about making new friends and doing new things. Furthermore, the childminder supports children's developing

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

independence and self-care skills by supporting them to undress and dress in readiness for their physical education sessions.

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

The childminder maintains a safe home and understands how to safeguard children in order to ensure their continuing well-being. Archives are kept of any accidents and medicines administered and the childminder holds a current paediatric first-aid certificate. Children have access to a child-friendly playroom. For example, colourful wall murals of a circus, informative posters and designated areas, such as the mirror tent and role play area enhance the learning environment. Additionally, children are able to select from a number of low-level toy boxes. As a result, children are able to explore and initiate their own play and ideas. The childminder helps children understand simple rules and boundaries and positive reinforcement is a strategy used to boost children's self- confidence and self-esteem. This supports children to feel proud of their achievements. The childminder effectively supports children to develop an awareness of safety and how

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

to stay safe. For example, the childminder encourages children to task safe risks on play equipment in the park and teaches them how to cross the road safely.

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

Children enjoy daily fresh air and benefit from active play in the garden and park and are able to rest and sleep according to their needs. For example, younger children enjoy a walk in their buggy and older children walk to the childminder's home after school. This effectively supports their continuing good health and well-being. Although children have meals which are provided by their parents, the childminder tries to ensure that children learn about healthy eating and she encourages them to eat fruit for their snack. The childminder ensures younger children are offered regular drinks, which ensures they remain comfortable and well-hydrated throughout the day. Furthermore, the childminder effectively uses meal times to encourage younger children to develop their self-care skills. For example, the childminder encourages younger children to hold their own cup and feed themselves. The childminder promotes suitable personal hygiene routines by ensuring she

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

washes young children's hands before they eat their snack. This helps to reduce the risk of cross infection.

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provision

The childminder understands her responsibility to meet the safeguarding and welfare requirements for the Early Years Foundation Stage. Children are safeguarded when they are with the childminder, because she is aware of the signs and symptoms of child abuse and neglect and knows what to do if she is worried about a child in her care. Additionally, the childminder has recently completed child protection refresher training to ensure her knowledge is up-to-date. The childminder has a range of policies and procedures in place, which she uses to underpin her practice. For example, the childminder implements her behaviour management policy effectively and her complaints procedure is posted on the notice board. This ensures parents know how to make a complaint. Additionally, the childminder maintains a daily record of the names of the children being cared for and ensures she only cares for the maximum of three young children at any one time. The

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provision

childminder's supervision of the children is good, 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. For example, Disclosure and Barring Service checks have been completed. The childminder monitors the educational programmes and her teaching practices appropriately. For example, tracking systems enable the childminder to monitor children's progress and to identify any gaps in a timely manner. The childminder holds an early years childcare qualification. Since her registration, she has continued to attend a number of training events. For example, the childminder has recently attended two training workshops to develop her knowledge of children's brain development and how to support

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provision

the learning and development of children aged two. This has led to an increased knowledge in child development. The childminder regularly reflects on her practice identifying her strengths and some areas for development. The recommendation raised at the last inspection has been met. Additionally, the childminder verbally seeks the views of parents and older children. For example, older children attending after school expressed their desire to expand certain resources. The childminder duly responded to this by collating the opinions of all children before she purchased additional resources to support their ongoing play and enjoyment.

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provision

The childminder works in partnership with parents and carers. She provides parents with useful information, such as a notice board and informative leaflets on different aspects of childcare, such as immunisations in the entrance area. The childminder has established good relationships with staff at the local school and pre-school. This ensures a consistent approach towards the children's continuing care and education. Additionally, the childminder understands the importance of developing relationships with external agencies to ensure all children, including children special educational needs and/or disabilities receive appropriate interventions and support. However, at the time of the inspection the childminder had 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 EY100186 Local authority Northamptonshire Inspection number 766666 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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

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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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