Childminder in West Northamptonshire

Inspection date

Previous inspection date 10/10/2014 06/11/2008

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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 childminder has a clear understanding of each child's individual learning and progress. This enables her to provide a good variety of activities to support children's future learning, so that they continue to make best progress.  The childminder has effective partnerships with parents that enable her to meet children's individual needs well. Children have good emotional attachments to the childminder and are happy and well settled in her care.  The childminder continually evaluates and reviews her practice. She welcomes advice from the local authority and other childminders in order to share knowledge and skills, so that the quality of her care and learning for children continually improves.  The childminder gives a high priority to safeguarding children. As a result, they benefit from being cared for in a safe and secure environment.

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It is not yet outstanding because

 The childminder does not always give children enough time to explore and share their thinking during their play. As a result, children are not always able to express their thoughts and ideas to extend their learning.  The childminder does not consistently offer children a wide range of opportunities for them to recognise letters and write their names.

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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 children's playroom.  The inspector spoke with the childminder and children throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector took account of parents written views on their children's learning and development and information included in the setting's own parent survey.

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Inspection activities

 The inspector checked evidence of the childminder's suitability, training certificates, risk assessments, policies and procedures and self-evaluation systems.

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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 in a maisonette, in the village of Wotton, Northampton. A playroom and children's bathroom situated on the first floor are used for childminding. There is an enclosed rear garden. The childminder has two small pet dogs. She attends toddler groups and activities at the local children's centre. The childminder visits the shops and local parks on a regular basis. She is able to take children to and collect children from, the local village school and pre-school. There are currently 12 children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder provides funded early education for two-, three- and four-year- old children. She operates all year round, from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is a member of the Professional Association for

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

 lengthen the time given to children to share their thoughts and ideas, in order to maximise the development of their thinking skills

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

 enhance children's already good early writing and literacy skills, for example, by providing more opportunities for children to recognise letters and write their names.

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who attend

The childminder has a strong knowledge and understanding of the Early Years Foundation Stage. During an effective settling-in procedure, the childminder gathers information from parents, such as the child's likes and dislikes and emerging topics of interests. During the initial visits the childminder observes the children during play. This means that she fully understands their stage of development on entry. The childminder uses this information to provide children with individualised learning experiences, based on their age, ability and current interests. As a result, the childminder knows the children very well and has developed strong relationships with them and their families. The childminder praises children's efforts and extends their learning during daily routines. For example, she encourages them to find numbers during daily activities. This promotes confidence and self-esteem as children smile when praised and show enjoyment in their achievements.

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who attend

Children learn new words through discussions, stories and songs. Laminated picture cards and posters further support their language development. Throughout the play session, children are able to make marks using a variety of equipment and often take their creations home. This promotes further discussion between parents and their child, as they are able to share their learning experiences. However, children are not always encouraged to write their names on their artwork. This means that the childminder does not consistently make use of all opportunities to help children to see how letters make up their name, to fully support their literacy development.

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who attend

The childminder encourages children to pursue their enjoyment in learning. Children choose what they would like to do from the plentiful resources. They enthusiastically play with the pirate ships and small-world figures and laugh with delight as they use their imagination to 'go on an adventure' and search for treasure. The childminder observes this emerging interest of pirates and skilfully plans purposeful learning experiences that continue to develop the children's imagination and language skills. The childminder develops mathematical language as she identifies number and shape during a creative experience. Young children become engaged, repeating the language correctly as they stick items together. However, on occasion, the childminder does not give children sufficient time to respond to her questions or prompts. Sometimes the childminder answers herself before a child has the opportunity to consider their response and

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who attend

formulate their answer. This means children are not always able to find their own solutions and think critically during their play.

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who attend

The childminder establishes successful partnerships with parents. She provides parents with an ongoing flow of information, so that they feel included in their child's early education. She uses her expertise to work in partnership with parents, for example, by supporting them during times of change, such as toilet training. Furthermore, the childminder completes regular progress reports, ensuring that parents are fully aware of the child's ongoing progress in their learning and development. This includes a detailed progress check for children between the ages of two and three years, which is completed in partnership with the parent. Parents are encouraged to share this document with health visitors. They appreciate the childminder's care and diligence. Her well- organised information that is shared with parents is effective in supporting children's individual learning and development needs.

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

Children have close relationships with the childminder and settle well in her home. She is fully aware of the different ways in which children learn through play and knows how to best support individual children and capture their interests. Daily routines are well established by the childminder who thoroughly enjoys her work. The childminder plans a wide range of interesting and stimulating activities both at home and in the community. There is a wide range of age-appropriate equipment and resources within the playroom. They are well-organised and encourage children to access toys for themselves. Displays of children's art work are proudly displayed, celebrating the children's learning and achievements. Children are happy and show they feel secure as they confidently ask for things they want. Furthermore, they seek out the childminder to read well known stories. Children thoroughly enjoy spending time in the childminder's company, as they giggle and

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

laugh together. The childminder sensitively reminds children to share and take turns. This allows children to develop a good understanding of appropriate and inappropriate behaviour. The childminder uses lots of praise to give encouragement when children are helpful and cooperative, building their self-esteem. The childminder is a good role model for the children, treating them with respect and kindness. The childminder supports good hygiene practices by supporting young children to wash their hands before mealtimes and after toileting. Furthermore, good procedures are in place for nappy changing and disposal, which reduces the risk of cross-infection. Children sit at a low-level table for snacks and meals. Young children understand this because they sit in their chairs when the childminder suggests they have something to eat. This supports their personal and social skills during mealtimes. The childminder offers a range of freshly cooked meals and

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

snacks. For example, she offers fresh fruit, sandwiches and yoghurts. This helps to contribute to a healthy diet and ensures that children's individual preferences are included. Children develop good independent skills as they feed themselves and drink from cups. The childminder ensures that children are able to access water to drink throughout the play sessions, so they do not get thirsty.

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

Children are emotionally secure in their moves to pre-school and school, as the childminder prepares them very well for this. Before staring, the childminder provides activities to encourage discussion. For example, they share stories about starting at a new setting. Information is shared with the children's new teachers, so their individual needs continue to be met. The childminder takes children to see their new setting and meet their teachers. Most children go on to attend the local village pre-school and school with which the childminder has long-established links. Children enjoy daily outings in the local community, which ensures they have regular fresh air and exercise and helps to maintain a healthy lifestyle. During outings, children are reminded about road safety and learn to stay close to the childminder, which helps to keep them safe. Furthermore children attend weekly toddler groups, where they undertake regular 'music and movement' sessions. This

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

gives children further opportunities to mix with other children of their own age and access a variety of physical activities.

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provision

The childminder has recently attended a safeguarding workshop to update her knowledge of how to keep children safe. Consequently, she has a good understanding of child protection issues. The childminder fully understands her role and responsibilities with regard to safeguarding. For example, she knows the procedures to follow should she have any concerns about the welfare of children in her care. Policies and procedures, including safeguarding, are effectively implemented. These support practice and help to promote the welfare of the children well. Furthermore, the childminder holds a current paediatric first-aid certificate. This means she is able to give appropriate emergency treatment if there is an accident involving a child in her care. The childminder ensures that her home is safe by carefully checking the identity of any visitors. External doors remain locked and the key is close by in case of an emergency. Fire drills take place regularly to ensure

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provision

children know what to do if an emergency occurs. Daily risk assessments for the home, garden and outings are in place. Safety equipment, such as stair gates, helps to minimise hazards to children.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. For example, the childminder provides broad and balanced educational programmes. These are monitored to ensure the individual learning and development needs of all children are well met. Regular observations are undertaken and evaluated. As a result, the childminder is able to plan purposeful next steps in learning for individual children. The childminder has a strong drive to improve her practice. For example, she researches changes to the Early Years Foundation Stage, ensuring that she understands the impact this may have on her business. The childminder continually evaluates and reviews her practice. She welcomes advice from the local authority and other childminders in order to share knowledge and skills, so that the quality of her care and learning for children continually improves. For

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provision

instance, the childminder has devised an action plan of how she intends to develop her separate garden area to include the use of numbers and mark making.

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provision

Effective partnerships are in place with parents, which ensures children's care and learning is promoted effectively. Daily verbal, written and online feedback keeps parents well informed. The childminder encourages parents to make entries in their child's daily diary, which helps to support and extend children's care and learning needs. Children do not currently attend any other settings that deliver the Early Years Foundation Stage. However, the childminder is clear about developing partnerships with other early years settings and local schools to support continuity of care and learning for each child.

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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 EY369657 Local authority Northamptonshire Inspection number 857954 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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