Childminder in West Northamptonshire

Inspection date

Previous inspection date 09/10/2014 10/11/2009

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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

 Children make good progress in their learning as the childminder has effective teaching skills and provides well planned and stimulating activities, which meet each child's individual learning needs.  The childminder provides a welcoming home and a friendly approach. She is actively involved in children's play through positive interactions. She praises and encourages children throughout to support their emotional wellbeing. As a result, children are happy and confident.  The childminder successfully safeguards children because she has a secure knowledge of child protection issues and undertakes good risk assessments, in order to minimise hazards and prevent accidents.  The childminder is fully committed to reflecting on her practice and making improvements. As a result, children experience a good quality learning environment.

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It is not yet outstanding because

 Children have fewer opportunities to develop their literacy skills as they do not have a wide enough range of opportunities to recognise familiar letters and write their names on a regular basis.  Parents are not consistently offered sufficient information about how they can extend learning at home and therefore, effectively support children's continuous development.

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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 childminder's home and garden and spoke with the childminder and children at suitable points throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a range of other records, policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and talked with her about her self-evaluation and improvement plans.

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Inspection activities

 The inspector took into account the views of parents and carers from information included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2006 and is on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She lives in Daventry, with her child aged 11 years. The whole of ground floor of the childminder's home and upstairs toilet facilities are used for childminding purposes. There is an enclosed garden for outside play and the premises are accessed via one shallow step. The family have two cats and a pet rabbit. The childminder currently cares for eight children, four of whom are in the early years age group. The childminder collects children from the local school and pre-school. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Northampton Childminding Network and holds an appropriate early years qualification at level 3.

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

 extend children's literacy skills, for example, by providing more opportunities for children to recognise familiar letters and practice writing their names

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

 build on the sharing of information with parents, for example, by offering more information about how they can further extend children's learning at home.

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who attend

The childminder has a very good understanding of the learning and development requirements. She plans a variety of activities and play experiences across the seven areas of learning. These provide a good mix of adult-led and child-initiated activities that interest and challenge children. As a result, children acquire the skills to help them learn and develop effectively and are well prepared for the move to pre-school or school. The childminder gains initial information from parents which contributes to identifying children's starting points for learning. Subsequently, the childminder's effective observation, assessment and planning means that all children progress well in their learning and development. The childminder has a secure knowledge of children's individual stage of development and effectively plans for their next steps in learning. She monitors children's progress well, through individual learning journals and effective

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who attend

tracking of each child's learning. The childminder provides a detailed statement on children's progress between the ages of two-and-three years, which she shares with parents. The childminder engages in ongoing discussion with parents and encourages the sharing of children's achievements at home. As a result, parents remain involved and up- to-date about their child's progress. However, information offering ideas on how children's learning can be further supported at home is not consistently shared with all parents.

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who attend

Children's language and communication skills are fostered well. The childminder constantly talks to children throughout activities, commenting on what they are doing. The childminder positively engages children in learning, by joining in their play and asking questions to stimulate their thinking. Through repetition and discussions, children learn new words to support their language development. Children show an early interest in print as they take a book to the childminder to read. They enthusiastically point at the pictures as the childminder reads the story. She encourages the children to add their own words and finish off the story lines. Supporting their developing imagination and critical thinking skills. As a result, children learn to value books and recognise that print has meaning. However, there are fewer opportunities for children to see familiar print or practise their early writing skills, to extend their literacy development. The childminder teaches the

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who attend

children about different shapes and sizes as they build towers with magnets blocks. These routine interactions support children to understand the concepts of early mathematics. The childminder uses her garden well to support children's understanding of the natural world. Children learn about growing vegetables, which they harvest and cook for their dinners. The childminder further enhances children's interests in living things, as they investigate caterpillars feeding on the plants. She continues to extend children's learning as they carefully use rulers to measure the length of each caterpillar.

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who attend

Children develop their creativity by exploring and experimenting with a variety of different textures and materials. For example, the childminder provides a tray of corn flour and foam, so children can experiment with mixing this together and feeling the texture with their hands. Children's physical skills are promoted well. Outside play offers children the opportunity to ride on cars and scooters. They learn balance and coordination skills, as they skilfully negotiate their way up and down the path. Children practise their hand and eye coordination as they fill and empty containers of water. The childminder sits alongside the children joining in their play. She makes suggestions to enhance their learning and introduces them to ideas of how they could transport the water. As a result, children explore and develop their use of tools and equipment. The childminder constantly chats with them, helping them to recall and reflect on their learning, allowing children time to

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who attend

think and formulate their answers, embedding necessary skills in readiness for school.

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

The childminder is warm and friendly. She knows the children well and builds effective bonds with them. Settling-in procedures are well managed, as a result, children quickly become accustomed to their new surroundings and settle well. The childminder gains detailed information from parents about their child's care routines and current interests. Consequently, children are happy and confident in her care. Daily trips to the local school help prepare children for their next stage in learning, as they become familiar with the school routine. The childminder ensures that children's emotional well-being is supported by giving comfort and cuddles when needed. The childminder encourages children to be polite and have good manners. As a result, children behave well, signifying their growing awareness of boundaries and rules. They respond positively to guidance from the childminder, as she values their individual needs and praises their good behaviour. This

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

ensures that children build on their social and emotional skills and behaviour is positively applied.

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

The childminder supports children to stay fit and healthy, as she promotes good health and hygiene practices. She provides nutritious snacks and freshly home cooked meals. All children's dietary needs are met, because the childminder works closely with parents to establish children's routines. Children learn good hygiene practices, for example, they know to wash their hands before eating. Furthermore, separate towels are used for each child, minimising the risk of cross infection. Children select their own plates, cups and cutlery and their choice of healthy snack, promoting their growing sense of independence and self-care skills. They learn how to use knives safely, for example, they cut up their own fruit for snack. The childminder makes good use of the local area, by visiting different groups such as, stay and play. These outings promote children's knowledge of the local community and offer opportunities to develop their social skills and make new friends. The

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

children learn about different cultures and celebrate various festivals, throughout the year. A range of resources and books, depicting positive images of diversity, support children in learning to understand and respect the beliefs and cultural backgrounds of others.

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

The childminder provides a well-resourced environment for children, which helps to develop their independence. Children move around freely and independently select from the variety of toys and resources available. Consequently, they are eager to join in activities and initiate their own play. Children enjoy spending time outside and benefit from free-flow access to the garden, allowing them to choose where they want to play. They are learning how to keep themselves safe because the childminder allows them to take small, supervised risks. For example, children learn how to negotiate the steps safely up to the grassed area in the garden. As a result, children understand the importance of keeping safe and start to consider and recognise risks for themselves. They have lots of fresh air because the garden is well set up to support their physical skills. For example, some of the children choose to run around excitedly, while others play in the water tray or

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

in the playhouse. Because the childminder joins in their play, they remain focused for longer and their learning is extended.

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provision

The childminder has a secure understanding of her role and responsibility to meet the requirements of the Early Years Foundation Stage. She demonstrates a good understanding of local safeguarding procedures and is confident to follow these in the event of a concern about a child in her care. This includes an awareness of the procedure she should follow, regarding an allegation against herself or family member. Her practice is underpinned by a range of written policies and procedures, which she regularly reviews, to ensure that she is working with the most up-to-date information. The childminder takes children's safety very seriously. She carefully supervises them and uses detailed risk assessments to support her with identifying possible hazards. Children really benefit from the knowledge and experience she has to offer because she uses her good knowledge and understanding of the learning and development requirements and how children learn, to

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provision

involve them in a wide range of good quality learning experiences. The childminder recognises the importance of improving her service and in maintaining her continued professional development. She has made significant progress to improve her provision, particularly by addressing the recommendations raised at her last inspection. For example, she has developed effective methods for continuous observational assessment to further support children's learning outcomes. She has improved children's safety by ensuring all areas of the garden are safe for children to access. The childminder places a strong focus on professional development by attending training and refreshing her knowledge. Specifically, she has accessed training on safeguarding and supporting listening with children, therefore, demonstrating she has a good capacity to making continuous improvements for the benefit of children who attend. The childminder receives regular support and advice from her Network coordinator.

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provision

She works closely with parents to ensure that she provides consistent approach to children's care and welfare. Children's learning journal records are shared with parents and they are encouraged to share children's achievements at home. The childminder chats daily with parents when they drop off and collect their child. Consequently, they are kept well-informed about their child's daily care routines and the activities they have experienced. Parents' views on the service offered by the childminder are positively welcomed and encouraged. This helps the childminder to review and inform her childminding service. The childminder develops close links with other providers where there is shared care. For example, the childminder has begun to establish links with the local pre-school, in preparation for a child starting there. As a result, the childminder has initiated a two-way flow of information to support the child's move. The continued sharing

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provision

of information will also support the childminder to gain a full picture of the child's achievements, in order to fully complement their learning.

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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 EY330831 Local authority Northamptonshire Inspection number 873256 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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