Childminder in West Northamptonshire

Inspection date

Previous inspection date 14/10/2014 Not Applicable

p.1

early years provision

This inspection: 2 Previous inspection: Not Applicable 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

p.1

This provision is good

 The childminder provides interesting and challenging experiences for children based on her assessments of their individual needs and interests. As a result, children make good progress in relation to their starting points.  The childminder treats children with respect and kindness. As a result, children demonstrate that they feel safe and secure, which supports their emotional well-being well.  Safeguarding procedures are robust. The childminder ensures children are cared for in a safe environment and fully understands her role and responsibilities to protect children from abuse.  The childminder is enthusiastic and works hard to continue to develop her practice in order to continually to meet the needs of the children and their families.

p.1

It is not yet outstanding because

 The childminder does not always provide a wide range of activities and experiences to further enhance children's development while playing in the garden.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the premises during the inspection.

p.2

Inspection activities

 The inspector observed children's activities and routines in the indoor and outdoor areas.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.

p.2

Inspection activities

 The inspector looked at children's learning journal records, planning systems, a selection of policies and procedures and children's records.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged five and two years, in a house, in the Grange Park area of Northampton. A designated playroom, kitchen and toilet facilities are used for childcare purposes on the ground floor and sleeping facilities are provided on the first floor. There is a garden available for outdoor play. The family has two pet guinea pigs. The childminder attends a toddler group and visits the shops and park on a regular basis. She takes children to and collects children from, the local school. There are currently four children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.3

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

 expand the range of activities and experiences in the garden to further enhance children's development.

p.3

who attend

The childminder provides an interesting and challenging range of experiences based on the children's interests and her assessments of them. She successfully focuses on the prime areas of learning; communication and language, physical and personal social and emotional development, for the youngest children she cares for. As a result, young children develop secure foundations in their learning and development in readiness for attending other early years provisions and school. For example, the childminder successfully encourages young children's developing communication and language skills. She activity responds to and encourages younger children to repeat their babbling sounds, such as 'da, da'. The childminder introduces vocabulary associated with the children's play, such as, 'whoosh', 'star' and 'hat' and encourages older children to put words together. Additionally, the childminder attends rhyme-time sessions at the library and reads stories

p.3

who attend

to the children. She encourages children to repeat familiar words and phrases, which further supports their language development. Children develop their hand-to-eye coordination as they thread beads and learn to solve problems when they complete puzzles. Additionally, children enjoy baking and decorating cakes and participate in a variety of art activities.

p.3

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, the childminder provides materials to enable children to develop their early mark-marking skills. Younger children enjoy the sensory experience of making marks in the shaving foam and chunky chalks are provided to enable older children to make marks on the paving slabs. Additionally, the childminder effectively supports older children who are beginning to give meaning to the marks they make. For example, the childminder encourages older children to draw features, such as, a nose, eyes and mouth on their drawings of daddy. As a result, children persist and are proud of their achievements. Younger children enjoy exploring activity centres and household and natural materials in the treasure basket. For example, children press buttons and turn levels to hear the musical sounds and feel the

p.3

who attend

texture of the sponge and brush. This successfully fosters young children's natural curiosity as they play. Children have access to the childminder's garden. For example, children play in the sandpit and ball pond and access the slide. However, there is scope for the childminder to provide a wider range of additional activities and experiences to enhance children's development while playing in the garden. For example, she does not provide 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.

p.4

who attend

The childminder works in close partnership with parents and carers regarding children's education. She is very approachable and obtains information about each child's favourite activities, toys and stage of development at the start of the placement. The childminder uses this information to settle children and support the initial assessment process. For example, the childminder provides a wide range of the children's favourite small world resources to help them settle. The childminder subsequently observes children as they play, recording her observations and photographs of the children participating in a range of activities. Through a combination of informal conversations, daily diaries and access to assessment records parents are kept well informed about their child's progress and attainment. In addition, parents are encouraged to share information about their child's ongoing learning at home. For example, new achievements and interests. The childminder

p.4

who attend

understands the requirement to complete the progress check for children between the ages of two and three years, so that she is aware of their progress at this stage. However, at the time of the inspection, the childminder had not been required to implement this in practice.

p.4

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

The childminder treats children with respect and is kind and caring towards them. As a result, children demonstrate that they feel safe and secure and develop strong attachments with the childminder, which supports their emotional well-being. For example, young children snuggle into the childminder when they are given their bottle of milk and smile and wave their arms with enjoyment as they bounce on the childminder's lap. Care is taken to gather relevant information about children's home backgrounds, comfort items and care needs at the start of the placement. For example, information is provided about any known dietary requirements and medical needs. This supports the children's continual well-being and eases transitions into the childminder's care. Additionally, the childminder understands the importance of supporting children's transitions into other early years settings and Reception class in school. For example, the childminder takes children to local

p.4

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

groups, which provides them with opportunities to socialise with other adults and children. In addition, the childminder discussed developing children's independence by teaching them to put on and take off their outdoor clothing and to use the toilet independently.

p.5

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

The childminder's home is a warm and welcoming, family home and she organises the space well to make it child friendly. For example, children are able to independently select good quality resources for themselves in the designated playroom. In addition, colourful informative posters are displayed to further enhance the learning environment. The childminder holds a paediatric first-aid certificate and archives are kept of any accidents and medicines administered. The childminder successfully supports children's developing understanding of dangers and how to stay safe. For example, children learn the importance of following road safety rules and taking care about whom they talk to when they are out and about in the community. The childminder supports children from a young age to learn to manage their feelings and behaviour. For example, the childminder encourages children to share and be kind to one another and talks to the children about

p.5

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

how they are feeling. This supports children to learn about the emotions of others. For example, the childminder explains that a child might be sad if they are crying and that a smiley face might mean they are feeling happy. In addition, positive reinforcement is a strategy used by the childminder to boost children's self-confidence and self-esteem.

p.5

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

The childminder promotes children's healthy lifestyles, which successfully contributes towards their continuing good health and well-being. For example, children participate in physically challenging activities, such as crawling through the tunnels and climbing on apparatus during trips to activity centres and the park. Additionally, the childminder ensures that children are cared for in a clean environment and good personal hygiene habits are successfully promoted to help minimise any opportunities for cross infection. For example, children are encouraged to wash their hands after using the toilet and the childminder ensures food preparation and toilet areas are clean. The childminder provides varied and nutritious meals and snacks, which promotes healthy growth and development. For example, children enjoy pasta, dishes, cottage pie and toad in the hole. Additionally, the childminder effectively supports children's developing self-care skills. For example,

p.5

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

younger children are encouraged to feed themselves and to spread butter on their tea cakes.

p.5

provision

Children are safeguarded because the childminder has a good understanding of her responsibilities regarding the safeguarding and welfare requirements of the Early Years Foundation Stage. She fully understands the indicator signs of abuse and is familiar with the processes to follow to report concerns. Written safeguarding procedures, local guidance and appropriate contact details of professional agencies are in place to support the childminder's practice. Additionally, the childminder has developed a good range of policies and procedures, which she uses to support her practice. For example, the childminder implements her behaviour management policy effectively and her complaints procedure is posted on the noticeboard, which ensures parents know how to make a complaint. The childminder's supervision of the children is good. She fully understands how to minimise children to potential risks in her home. For example, the childminder has

p.5

provision

erected a safe barrier to prevent children from having unsupervised access to the kitchen and stairs. Additionally, the premises and garden are secure and visitors are asked to provide identification and records are maintained of their time in the childminder's home. All necessary checks have been completed for members of the household aged 16 years. For example, Disclosure and Barring Service checks have been completed.

p.6

provision

The childminder is professional in her approach to childminding. She is enthusiastic and committed to the continual development of her practice in order to improve outcomes for children. The childminder effectively uses self-evaluation to provide an overview of her strengths and areas for development. For example, the childminder intends to access additional training to further develop her teaching strategies and knowledge. In addition, the childminder successfully monitors the educational programmes she provides. She successfully records and tracks children's progress. This allows the childminder to see how the children develop over time and helps her to identify any gaps in a timely manner.

p.6

provision

The effectiveness of the childminder's engagement with parents and carers is good. Relationships are positive and make a strong contribution to children's well-being and progress. This is because the childminder recognises the importance of parents as primary carers and keeping them well informed of their children's progress. Parents comment very positively about the quality of care provided by the childminder and the progress their children make. They state that they would recommend the childminder to others. The childminder understands the important of developing good relationships with other providers. For example, the childminder discussed sharing information about the children's care and development to complement their learning. Additionally, the childminder recognises the importance of developing relationships with external agencies to ensure all children, including children special educational needs and/or disabilities receive

p.6

provision

appropriate interventions and support. However, at the time of the inspection the childminder had not been required to implement this in practice.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY463900 Local authority Northamptonshire Inspection number 943005 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10