Childminder in West Northamptonshire

Inspection date

Previous inspection date 13/10/2014 13/10/2008

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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

 Children make good progress because the childminder observes and assesses their level of achievement, consults with parents and plans effectively for individual learning.  The childminder promotes children's communication and language development effectively. In conversation with children, she uses effective questioning and so children's critical thinking and speaking skills are promoted well.  Children's personal, social and emotional development is promoted well by the childminder. Consequently, children are happy, settled and secure and the relationships between the childminder and the children are very good.  The childminder successfully identifies and minimises risks in her home and on outings. Children are safeguarded because the childminder is aware of her responsibilities to protect them from harm.

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It is not yet outstanding because

 Children's exploratory play is not maximised because the childminder does not consistently provide different media and materials for them to choose and explore.  Children's learning, with regard to understanding similarities and differences, cultural and religious events and experiences, is not fully maximised in order to extend their awareness of the wider world.

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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 as children played in the ground floor play area.

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Inspection activities

 The inspector looked at a selection of children's records, evidence of adults' suitability, policies and procedures and a range of other documentation.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2004. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder lives in Northampton with her husband, adult son and two children, aged 15 and 13 years. The ground floor of the childminder's house is used for childminding. An enclosed garden is used for outdoor play. There are currently seven children on roll, of whom three are in the early years age group and two are aged over eight years. The childminder takes children to, and collects children from, local schools and pre-schools. She cares for children all year round, Monday to Friday from 7.30am to 8.30pm. The childminder holds an early years qualification at level 3. 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:

 extend opportunities for children to explore and mix different media and materials when they are engaged in creative play activities

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

 enhance children's learning with regard to developing their awareness of cultural and social differences in society by, for example, sharing and discussing resources, celebrations and experiences.

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who attend

Children make good progress in their learning. They are supported effectively by the childminder to acquire the skills and capacity to learn and develop, in order to reach next steps in their learning. Communication with parents is effective, with regard to obtaining information during each child's settling-in period on what their child already knows and can do. Parents' views are valued and there are regular opportunities to share information on the progress that their child is making. The childminder uses her own assessment and the information from parents to plan for their child's learning. The childminder supports children well so that they develop skills in readiness for nursery class and school. She is aware of the requirement to provide parents with a progress check when their child is aged between two and three years and she completes this when necessary.

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who attend

Children are emotionally secure and chat confidently with the childminder. She promotes their communication and language development well. She asks young children open- ended questions and gives them time to put their thoughts into words before expecting them to respond. Consequently, children's speaking and thinking skills are supported effectively. For example, the childminder provides pictures of different fruits and vegetables and talks with the children about ones that they purchased when they were shopping. She initially asks young children if they can name the fruits and then asks children to match them to the different pictures. The childminder supports children in identifying that there are different sounds in words and she uses the initial sound, for example, p for pineapple, to prompt when children are unable to remember some of the fruits. The childminder ensures that children are challenged effectively so that they gain

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who attend

good physical skills. She asks them if they would like to cut out the pictures of fruit and vegetables and then stick them onto a piece of paper. The childminder models how to use the scissors and children demonstrate concentration and persistence as they try to use the scissors independently. They are learning a new skill and the childminder is alert to when further help is needed, in order to avoid any frustration at their lack of success. Children choose the fruits that they would like the childminder to cut out for them and they are encouraged to select either a glue stick or glue in a pot to spread onto their piece of paper. Children use the glue stick successfully because they hold the paper with one hand while they spread the glue with the other hand. When they select the pot of glue, they skilfully unscrew the small cap and the childminder reminds them that they must squeeze the container firmly in order for the glue to pour out. Children enjoy their success in

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who attend

achieving this aim. They then select a brush and carefully spread the glue all over their piece of paper. The childminder then asks if children would like to write their names on their picture, however, she has not provided any writing materials for them to use. Children show some interest in sticking the fruits onto the paper, but the childminder does not provide any other media, such as different collage materials for them to explore and, consequently, some children lose interest in the activity.

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who attend

Young children are learning to match and name shapes and colours and the childminder supports them well, so that they learn to count objects with one-to-one correspondence. Children enjoy looking at books and the childminder takes them to the local library where they enjoy rhyme-time sessions. Children also develop their information, communication and technology skills at the library because they use the computers. Other trips include walks to the post office, where they buy a stamp and then post their own letters. Children enjoy pretend play that is based on their experiences, for example, the childminder provides a role play shop that links to the children's interest in visiting the local shops. Role play resources provided by the childminder include some that reflect different cultures. However, the childminder's practice is not fully maximised with regard to raising children's awareness of cultural and social similarities and differences in their world, in

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who attend

order to promote an understanding of the needs of others.

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

Children's personal, social and emotional development is given a high priority by the childminder. She creates a warm and welcoming environment for children and their parents. A settling-in period is agreed with parents in order to address children's different emotional needs. Children are well-prepared emotionally for their transition to other early years settings and Reception class in school. For example, they socialise with other adults and children at groups. Thorough admission information, obtained from parents, ensures that individual care needs are well met. Children are developing an ability to attend to their self-care needs. For example, the childminder talks with children about why they must wash their hands before eating and after using the toilet. Their welfare is addressed effectively because the childminder ensures that the environment is healthy and safe. Children's good health and well-being is promoted well. The childminder offers very good

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

advice to parents on healthy packed lunches. She identifies the importance of positive reinforcement as a strategy for managing children's behaviour, in order to promote their self-confidence and their self-esteem. Children's independence is promoted effectively, for example, the childminder ensures that children are allowed time to have a go at putting on their own coats. They can easily choose and select most resources for themselves. Toy boxes are labelled with words and pictures and the childminder also provides a booklet showing other toys that children are able to choose. Resources are safe and meet children's learning and development needs well.

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

Children's good health is protected because the childminder encourages them to be physically active. She provides a good variety of outdoor physical play equipment that is challenging for children at different stages of development. Children develop physical skills when they play ball games and they enjoy playing on a balancing bike. This does not have pedals and so children scoot with their feet. They balance competently, are able to move at speed and they steer skilfully. Children learn safety rules. For example, they practise the fire drill and their learning is extended by the childminder because she organises trips to the local fire station. When on outings, children wear fluorescent wrist bands that show the childminder's telephone number. This means that children know that she can easily be contacted if they get lost. The childminder ensures that children know a safe person to approach and a safe place to go to if ever they are lost. Children learn how to cross the

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

road safely. Information on the childminder's practice, with regard to safety, illness and accidents, is shared with parents.

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provision

The childminder ensures that her home is safe, secure and welcoming. She is aware of her responsibilities with regard to safeguarding children. Necessary checks for everyone aged over 16 years living in the childminder's home have been completed. The childminder ensures that children are never left unsupervised with a person who has not been vetted. Parents are made aware of the childminder's clear safeguarding policy. She ensures that her safeguarding knowledge is kept up to date so that children's welfare is assured.

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provision

The childminder successfully monitors the educational programmes to ensure that children make good progress. She is aware of the requirements within the Statutory framework for the Early Years Foundation Stage and successfully meets children's care and learning needs. The childminder offers children good support. In order to review and improve her practice, she welcomes advice offered by local authority development workers and she demonstrates a strong commitment to improving her knowledge and skills. Recent training includes a course on speech and language, which has made the childminder more aware of how to support children's critical thinking, as well as speaking skills. Her current priority for improvement is to increase role play resources and ensure that children can always access a home corner. She is reviewing her practice in order to improve her teaching of mathematics and literacy while she supports children's play. Resources meet children's

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provision

different learning needs effectively and are maintained in a good state of repair. Required documentation is kept up-to-date.

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provision

Good communication between the childminder and parents means that children's care and learning needs are met well. A range of written policies successfully reflect the childminder's practice, with regard to meeting children's needs. The childminder is aware of the importance of obtaining as much information as possible about each child's individual needs from parents and agreeing with them how they can work together to meet these needs. Parents share information on how happy they are with the childminder's provision. Comments typically refer to the childminder as always being supportive of individual needs. They say they can always rely on the childminder to be honest and say that she is an excellent, flexible and caring childminder. The childminder ensures that communication between herself and other early years providers is good, in order to ensure coherence 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 EY293480 Local authority Northamptonshire Inspection number 856388 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

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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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