Childminder in North Northamptonshire

Inspection date

Previous inspection date 24/10/2014 05/03/2009

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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 childminder promotes children's emotional well-being so they feel a strong sense of belonging. As a result, children are very confident and demonstrate strong attachments to the childminder  The childminder effectively uses a method of planning for and tracking children's progress. As a result, children are supported in making good progress in their learning.  The childminder has a good understanding of her responsibilities and knowledge of how to keep children safe and promote their welfare. She has effective procedures for safeguarding that ensures children are safe in her care.  The childminder has an effective process of self-evaluation to identify areas for development of care and education practices. As a result, children are well cared for according to their needs.  The childminder has established strong partnership working with the parents and other agencies. As a consequence, children receive consistency in their care and education.

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It is not yet outstanding because

 The childminder has not fully explored and implemented a system of non-verbal communication methods, in order to strongly improve young children's emerging independence, language and communication skills.

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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 had a tour of the childminder's home.

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Inspection activities

 The inspector observed activities in the childminder's home and the outside play area.

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Inspection activities

 The inspector reviewed a range of documentation that the childminder uses to support her practice.  The inspector conducted joint observations with the childminder.  The inspector looked at the planning and assessment records of the children.

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Inspection activities

 The inspector checked evidence of the suitability of all adults in the household and the provider's evidence of self-evaluation.

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Information about the setting

The childminder was registered in 2008 on the Early Years register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in the Desborough area of Northamptonshire. The whole of the ground floor, one bedroom and the bathroom on the first floor are used for childminding. There is a fully enclosed garden for outdoor play. The childminder attends a toddler group and activities at the local children's centre. She visits local shops and parks on a regular basis. She collects children from the local schools and pre-schools. The childminder is educated to degree level and also holds a level 3 qualification in home-based childcare. There are currently two children on roll, both of whom are in the early years age group and attend a variety of sessions. The childminder provides funded early education for three-and four-year-olds. She operates all year round from 7.30am to 6pm Monday to Friday, except bank holidays and

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Information about the setting

family holidays. 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 systems of non-verbal communication to support all children in their emerging independence, language and communication skills, for example, through the use of signing, picture cards and labelling of resources.

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who attend

The childminder's practice is rooted in a good knowledge of how children learn and teaching is consistently good. She creates an environment that supports good progress in children's learning and development. She stores many good quality resources at child- height and provides an array of spontaneous and planned learning experiences that cover the seven areas of learning. The childminder fully supports children making independent choices for their learning and play; for example, a child picks up play food with plastic and tongs from the play kitchen and takes it to another area to use with the small trucks. The childminder is knowledgeable about children's ages and stages of learning and development. She provides numerous opportunities to support their engagement in experiences that meet individual learning needs. For example, young children, who are at the stage of transporting play items around, use blocks to build towers, then put loose

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who attend

blocks in a wooden pedal truck and trailer to transport them to another area, extending their play experiences. The childminder understands that supporting children's free choice encourages them to experiment, and acknowledges their individual learning needs. As a result, children demonstrate high levels of independence and are confident at choosing resources to create their own play experiences. The childminder is a skilled communicator. She recognises the importance of children developing effective communication skills. She uses incidental opportunities to good effect. For example, children choose a book with moving parts. The childminder engages them in talking about the pictures, discusses how to make the cogs turn and introduces simple mathematical concepts, such as round and circle. She demonstrates what to do and appropriately encourages children to copy her. The childminder constantly talks to

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who attend

children. She asks them many questions about what they see and what is happening giving them time to think of the words they need. The childminder uses verbal praise and encouragement and appropriately extends conversation. Because of the childminder's approach to children acquiring effective language and communication they are well prepared for their stage of learning. However, some younger, less communicative children are not yet able to fully express their own choices or needs using non-verbal methods, such as signing or picture cards.

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who attend

The childminder knows children very well and has established good partnerships with parents. Before children attend, she acquires detailed information from parents about their children. This is recorded on an All about me document and forms part of the initial assessment of children. The information acquired includes personal care routines, likes, dislikes and what children can do. She uses this information to good effect, to plan for meeting the learning needs of children, some of whom, for example, are interested in trains. The childminder uses this play to engage children in learning by using simple mathematical concepts, such as differentiating items by colour. She uses everyday tasks to reinforce learning, such as counting one, two, when putting shoes on or independent dressing of putting coats on with instructions about doing the zip up.

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who attend

The childminder actively encourages parental involvement in initial learning and development assessments. She uses daily diaries to communicate with parents. Parents are encouraged to use these diaries as a two-way exchange of information. Parents are welcome to contribute to children's on-going assessments and provide information for learning diaries, such as pictures of children engaged in activities at home or on holiday. She keeps parents well informed of children's progress and works with them to achieve the best outcomes for them. Younger children make good progress overall in their learning and development because the childminder promotes their development mainly through experience and experimental play. She provides interesting activities for them. She is skilled at recognising what appeals to young children; for example, children indicate they want to listen to the compact disc of their favourite television character. The childminder

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who attend

adds actions, words and sounds to the rhymes. She gives children appropriate encouragement to copy her and praises them when they add their own actions and sounds. The childminder makes good use of outdoor experiences and events in the community to extend children's learning and engage the whole family. For example, the childminder is a member of a childminding network that takes part in a community event where she creates an annual buckets and barrow display with minded children. Children then also attend this event with their parents. Because of this close partnership working, children benefit from the consistency and continuity of care and are well prepared for the next steps in their learning.

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

The childminder provides a warm and welcoming environment where children thrive and make secure attachments with her. She recognises that children need to feel safe and secure in their environment. Children settle well into the childminder's care because she handles this experience in a sensitive manner to meet their individual needs. As a result, children are emotionally secure and well prepared to engage with further learning. The childminder manages children's behaviour effectively. She is a good role model in all that she does and constantly praises their achievements using appropriate positive voice tones and actions. Children are free to play alongside one another and are supported in developing personal and social skills by the childminder. She provides many opportunities for children to socialise in both the immediate and wider environment. She takes them to groups in the local area that provide opportunities to extend social experiences. The

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

childminder encourages children to play cooperatively. She is skilful in supporting them to do this; for example, when two children want to play with the same toy, the childminder intervenes and patiently explains what they need to do, effectively helping them to share the toy and take turns to play with it.

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

The childminder places strong emphasis children's emotional and physical safety and security. She cares for children according to their individual care routines, recognising the emotional security routines provide, such as a daytime nap and mealtimes. Parents communicate through the daily diary if children are unsettled in any way, so the childminder can adapt her routines, if necessary. The childminder takes account of this information to anticipate effects on children to enable her to respond sensitively. The childminder teaches children how to keep themselves safe, appropriate to their age and stage of understanding, and has safety equipment in place, such as safety gates, to prevent children accessing the stairs, or kitchen, unaccompanied. She gives children space to move around freely, reminding them to play safely through both verbal prompts and physical guidance. Older children contribute to making house rules. The childminder

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

closely supervises young children using the stairs and gives physical support to them to achieve this. Children have daily access to outdoor play experiences where they can play freely, but safely. The childminder supervises them closely to ensure their overall safety. As a result, children are confident learners and demonstrate they feel secure in their environment.

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

The childminder promotes children's independence, appropriate to their age and stage of learning. Children register their own arrival in the morning and place their name card next to their photograph. Young children are supported appropriately to achieve this. Children's independence is further encouraged by children finding their outdoor clothes in the cloakroom and putting them on, with support if needed. The childminder supports children's healthy lifestyles. She encourages healthy eating by going shopping with children, to provide fresh fruit and vegetables for their snacks and meals. She recognises the benefit of children accessing fresh air and exercise through daily outdoor experiences. Children are given finger foods, appropriate drinking cups and a choice of drinks and additional foods, such as fruit. They are encouraged in their independent play and supported effectively to develop these necessary skills to aid future learning. The

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

childminder further supports children's well-being through a range of effective health and safety practices. These include following hygienic nappy changing routines and her completion of daily written risk assessments. The childminder holds a paediatric first-aid certificate and practises and records emergency evacuation procedures on a regular basis. As a result, children are well cared for in a very safe and secure environment.

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provision

The childminder puts children's safety at the centre of her provision and implements a range of safeguarding practices for the protection of children. She is knowledgeable and demonstrates a good understanding of her responsibilities in caring for children. For example, she records children's daily attendance and implements effective procedures for the safe management of accidents and administering medication. She seeks written parental permission for using a camera to record children's progress and for seeking emergency medical treatment. She has a good understanding regarding safeguarding of children's welfare and is vigilant in updating her safeguarding knowledge. She is familiar with current local safeguarding procedures and has her own effective child protection procedure in place for reporting concerns to the Local Safeguarding Children's Board. The childminder holds a five star rating from environmental health for food preparation and

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provision

kitchen hygiene. Because of the childminder's numerous safety practices and systems, children's welfare is very well protected.

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provision

The childminder uses the Early Years Foundation Stage documents to inform her practice. She also uses recognised developmental guidance to effectively identify starting points of children's development and plan for their progress. The childminder implements effective systems of self-evaluation and uses a variety of methods to reflect on her practice to improve experiences for children. Children's initial assessments are precise, clearly documented and completed on a regular basis. She uses an effective system of observation, assessment and planning for children's next steps of learning. She is extremely organised in tracking children's progress. Consequently, she has clear understanding of how to meet their individual learning and development needs. Because of this considered approach, children make good progress in their learning and development, given their starting points.

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provision

The childminder establishes good partnerships with parents. She implements effective methods for an open two-way flow of information with parents. The childminder records in detail what children have done throughout the day, sharing the daily diaries with parents. She uses questionnaires to seek the views of parents on the care and education children receive in her care. She swiftly addresses any requests made to improve experiences for parents and children. In addition, the childminder consults with young children and has created a book in which children record what they like to do when engaged in various activities and visiting different venues. She gives children the digital camera and they take photographs of their favourite activities. The childminder and children stick the photographs in a big album. She uses this book to good effect to review and provide activities that children are interested in. As a result, children are provided with activities

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provision

and experiences that they enjoy, which meet their learning needs. The childminder recognises the benefit of wider partnership working and implements an effective procedure to support children receiving care and education from other providers, such as group provision. She contacts the provider, sharing information on children's learning and development and maintains a two-way flow of communication. She develops close partnerships with these providers and records children's progress with them in her own developmental tracking documents. Because of this effective partnership working, children are consistently supported in preparation for their next stage of 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 EY376974 Local authority Northamptonshire Inspection number 858405 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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