Smith, Tracey Denise

Inspection date

Previous inspection date 17/10/2014 23/01/2009

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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

 The quality of teaching is good. The childminder accurately assesses children's progress and effectively plans for their next steps in learning. This ensures children are well challenged and make good progress in their learning, in readiness for their next stage of education.  The childminder builds warm, close attachments and relationships with children and this gives them a strong sense of security. This is because she spends good quality time supporting them in their activities and praises them frequently during the day.  The children's health, safety and well-being are given priority. The childminder has a range of clearly written policies and procedures and keeps accurate records, which support children's care and development well.  The childminder carries out effective self-evaluation and monitoring of her provision. She is very well motivated in her professional development, keeps up to date with

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This provision is good

current practice and has good links with other early years practitioners.

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It is not yet outstanding because

 The childminder does not always provide a wide range of resources for children to readily explore their own curiosities and fascinations and combine materials in a variety of ways.  The childminder has not carefully planned the provision of resources in her garden to ensure children have opportunities to make independent choices.

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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 talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities both indoors and outdoors.

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Inspection activities

 The inspector looked at evidence of the suitability and qualifications of the childminder as well as a selection of policies and procedures, including safeguarding and discussed risk assessments and the childminder's self-evaluation process.

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Inspection activities

 The inspector carried out a joint observation with the childminder. She discussed children's learning and development and sampled their records and looked at the planning documentation.

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Inspection activities

 The inspector took account of the views of parents by reading a number of comments on questionnaires and letters given to the childminder.

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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 with her husband and two children aged 12 and nine years in a house in Northampton. The whole of the ground floor of her house, except the kitchen, and one bedroom upstairs are used for childminding. There is an enclosed rear garden available for outdoor play. The family has a pet cat and hamster. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder attends 'stay and play' groups, visits local shops, parks and the library regularly. She takes children to and collects from the local schools and pre-schools. She holds an appropriate early years qualification at level 3. The childminder supports children

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Information about the setting

for whom English is an additional language. She is a member of the Northamptonshire Childminding Association.

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

 extend the range of resources readily available to children in the main play area, for example, by providing open-ended materials for children to explore their own fascinations and practise using and combining materials in a variety of ways

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

 enhance children's outdoor play and learning by improving the provision for children to make independent choices, such as, through the introduction of carefully stored resources in the garden to provide self-selection for children.

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who attend

The quality of teaching is good. The childminder has a secure understanding of how to support children's learning and development. She appreciates that children learn best through a mixture of adult-led experiences and child-initiated play. Children make good progress, because the childminder takes account of what they can do, how they prefer to learn and what they are interested in. She completes observations of children when they are first settling in with her and talks to parents to find out what their children can do. This results in the childminder identifying accurate starting points for all children, which she then builds on. The childminder is very effective in supporting their communication and language skills. During an activity where children are exploring with creative felt, the childminder skilfully supports and develops children's speaking skills. She shares her own knowledge and encourages their contributions to the discussion by asking open questions.

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who attend

Children talk about the people they are creating in their scene and the childminder encourages them to observe and describe the features, colours and names of items. She effectively extends their vocabulary, as she introduces new words and sensitively corrects any mispronunciation.

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who attend

The childminder is enthusiastic in her interaction with children in activities, which in turn sustains their engagement for long periods of time. She successfully develops children's thinking skills by exploring learning with them. For example, during children's exploration of a set of mathematic dinosaurs, the childminder highlights that some dinosaurs will stand on their own and some will not. This encourages children to observe what is happening, as well as engaging them by showing that the childminder is interested in what they are doing. She follows this up with effective questions, such as 'which dinosaurs are falling over?' The childminder further extends the activity as she encourages children's critical thinking and mathematical development by asking them to look at the number of legs of each dinosaur and to think about which ones will stand up best. As a result, children are engaged and motivated in their play and they are developing the

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who attend

Children make good progress in their learning because of effective procedures for monitoring their development towards the early learning goals. Through accurate observations, the childminder continues to assess what children are able to do and uses this information to plan effectively for their next steps in learning. She regularly takes photographs of children's responses to the activities she provides and makes notes and assessments, to monitor their learning and make a progress journal for them. Additionally, the childminder undertakes a summary of children's progress between the ages of two and three years. Both the journal and the summary are shared with parents and provide them with a clear account of their children's development in the setting. Children who speak English as an additional language are well supported. The childminder fosters very good working relationships with parents and acquires information on their home language

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who attend

when children begin. There are a good selection of toys and resources available for the children to use indoors, mostly stored in a large cupboard in the childminder's hallway. The childminder sets up her lounge as the main playroom and older children are able to select additional resources with her support. However, the selection of resources set out does not always support younger children to readily explore their own curiosities and fascinations and practise combining materials in a variety of ways.

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

The childminder works closely with parents to support children's transitions into her care. Settling-in visits are offered, which means that children gradually become familiar with their new surroundings. A wide range of information is obtained from parents about children's routines, interests and individual needs. This enables the childminder to offer a consistent approach, which supports children's emotional well-being very well. The ongoing sharing of information ensures children's needs continue to be met. The childminder ensures that she speaks with parents daily on arrival and collection about children's individual needs. Strong, warm and caring relationships between the childminder and children are evident. The childminder knows each child well and is very attentive towards their needs. She responds attentively to children's attempts to express themselves, which has a positive impact on their confidence and self-esteem. This helps

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

them to feel good about themselves and children are observed to be happy, content and secure.

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

The childminder takes children to the local primary schools when they collect older children. This helps the younger children become familiar with the school setting and supports their move onto school life. Older children play with those who are younger and share stories about their day at school, which supports younger children's understanding further. The childminder understands the importance of integrating children into the community and plans regular visits to the local 'stay and play' groups, and the library where the children socialise with other children. As a result, children learn good social skills and manners, in readiness for their move on to other settings. Children's independence is encouraged and they are helped to learn good hygiene routines. They know to wash their hands after using the toilet and before snack time, and show a good understanding of the need to do so. Children's dietary health is promoted by the

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

childminder who provides healthy foods and encourages parents to do the same with their children's packed lunches.

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

The childminder teaches children how to keep themselves safe. For example, during lunch time young children are watched closely and reminded about good eating practices. They show some understanding of this and recap instructions, such as, 'take little bites, not too much'. Children behave well due to the consistent boundaries and positive encouragement by the childminder. She helps children begin to understanding and recognise emotions by providing interesting activities and resources, such as, a popular book focused upon feelings, which she reads to the children. She gives children clear, age-appropriate explanations to demonstrate what is expected of them and offers positive praise and encouragement. As a result, children know what they are doing well. The childminder plans frequent visits to the local parks where children enjoy fresh air and exercise on a regular basis, which helps support their overall physical well-being. Children use the

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

garden for physical play and have access to a variety of equipment and role-play resources. However, there are few opportunities for younger children to self-select resources. This reduces their ability to make independent choices.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. This is supported by an effective range of written policies and procedures, which the childminder shares with parents, providing clear information about her provision. She attends relevant training, including safeguarding and first aid. The childminder effectively risk assesses trips out into the local community and all aspects of her provision. In this way, she helps to minimise hazards to children. She carries out regular evacuation drills and makes sure that escape routes can be used in an emergency. This addresses the recommendation outlined in the previous inspection and ensures children are kept safe from harm. Documentation to record children's accidents and the administration of medicines is well maintained by the childminder and she shares these with parents. This demonstrates that she is well

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provision

aware of how to keep children safe and well protected.

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provision

The childminder uses self-evaluation effectively to highlight the strengths and weaknesses of the provision she offers. She ensures that she seeks the views of parents in her evaluation of her practice by sending out questionnaires. This enables her to make continuous improvements to children's care and learning. The most recent questionnaires demonstrate that all parents are very happy with the service they receive. The childminder has successfully addressed the actions raised at the last inspection. For instance, she has effectively researched and implemented a more efficient observation, assessment and tracking system to complement children's learning and development. The childminder shows a strong commitment to maintaining her skills and knowledge. For example, she attends training and seeks the support of other childminders to discuss and share good practice. As a result, the provision effectively meets the needs of all children well.

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provision

The childminder has a clear understanding of the importance of working in partnership with other early years providers, and has established effective links with the local schools that children attend. Good relationships with parents are in place to ensure that children's care and welfare needs are known and catered for well. Good discussions regarding children's ongoing progress take place. This enables the childminder to support continuity in children's care and learning. Parents are very happy with the care and the progress that their children make. They comment that the childminder offers a personal touch and that she is always happy and enthusiastic in her care of the children.

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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 EY371513 Local authority Northamptonshire Inspection number 858068 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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