Cheney, Deborah Kathleen

Inspection date

Previous inspection date 13/11/2014 04/05/2011

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is highly skilled in her teaching of the children. Her involvement with them during their play is superb and this helps children to make rapid progress in their learning and development given their individual ability and starting points.  The childminder uses a range of highly effective methods to engage parents. As a result, information is consistently shared about children's interests so they receive a consistent approach and can continue their learning at home.  Children are safe because the childminder has an excellent understanding of the procedures to follow in relation to child protection concerns; she keeps children under close supervision during their play and helps them to learn about how to keep themselves and their friends safe during activities and outings.  Children benefit from the highly positive and encouraging interactions from the childminder and her assistant during their play and as a result their confidence and

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This provision is outstanding

self-esteem is promoted very well.  Children behave very well because the childminder has high expectations of them. She is skilled in helping children to learn about the boundaries that are in place for safety and the children listen and respond positively to her.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the living room and dining area.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the suitability of the adults living in the household, the childminder and assistants qualifications and the self-evaluation form.  The inspector took account of the views of parents who were spoken to on the day.

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Information about the setting

The childminder was registered in 2007 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 in Finedon, Northamptonshire. The childminder sometimes works with an assistant. The ground floor of the house and the bathroom upstairs is used for childminding. The family has a pet dog and four cats. There are currently eight children on roll, four of whom are in the early years age range and they attend for a variety of sessions. The childminder has an appropriate qualification at level 3. The childminding provision operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of free early education for two-, three- and four-year-old children.

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

 enhance the already excellent opportunities for children to develop their awareness of how sounds and letters link together, for example, by providing even more activities around phonics and recognition of familiar letters.

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who attend

Children thoroughly enjoy their time with the childminder and her assistant because they are provided with an exciting range of very well-planned activities and resources. The childminder always takes account of children's individual interests and ideas when she is planning the excellent activities. This attention to the planning results in children being able to learn because they are interested and keen to take part. For example, children ask to set up a shop. The childminder skilfully facilitates this with a till, pretend money, play food and a shopping trolley. The children work extremely well together organising the items in the shop. They are excited and eager to take part and are learning about the world because the childminder talks to them about all the different foods, fruit and vegetables. Later, the focus turns to the till and the money. Again the childminder uses her considerable teaching skills, talking to the children about the coins and the children

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who attend

confidently count them, supported by her to touch each coin as they say the number. This means that children are learning to use numbers, and to count correctly, a set of items in front of them. Children's communication and language skills are continually promoted because the childminder speaks to them and encourages them to share their ideas, always giving time for them to speak. She is keen to further enhance her already very strong practice around developing children's literacy, for example, through providing even more activities where they can link the sounds and letters of their names and other familiar words in order to further contribute to them being ready for starting school. Children are very well prepared for the move on to school when the time comes. The childminder provides them with a huge range of activities that cover the seven areas of learning. This ensures that they are inspired to be curious and to 'have a go' at all sorts of

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who attend

experiences because their confidence has been well supported by the childminder. All children are able to develop their personal, social and emotional development. For example, babies look for the childminder and show great delight through wide smiles, bouncing up and down with excitement when she talks and babbles to them. Older children are encouraged to be independent. For example, they know where resources and toys are and they are confident to ask or help themselves to these. The childminder provides children with highly positive interactions during their play and they benefit greatly from this. She plans the activities in detail in order to continually support children and enhance their learning. For example, the book corner is stocked with books that are linked to the children's current interests and the events that are going on in their lives at that time. They thoroughly enjoy listening to stories read by her. For example, they sit closely

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who attend

together and become fully engaged in the story. The childminder encourages children's communication and language by asking them what they think might happen and how they think the characters in the story feel. This highly effective involvement with the children enables them to be enthusiastic to take part and to learn and this results in the children being well prepared for their eventual move to school.

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who attend

The childminder is very successful in fully engaging each child's parents in their learning. Parents are expected to share information from home when their children start attending and on an ongoing basis throughout their time with the childminder. She uses the information at the beginning along with her own initial observations to identify each child's starting points and makes regular observations that are shared with parents. The parents receive daily contact from the childminder through texts and emails and they respond with information that the childminder uses most efficiently to inform her planning of activities for their child. For example, a parent responds to a message from the childminder confirming that their child enjoys similar activities at home and follows the same pattern of behaviour. The childminder recognises how she can use this information for the future planning for that child and how she can extend this pattern further into different areas of

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who attend

learning, such as mathematics. Children are making rapid progress in their learning and development linked to their individual ability and starting points. This progress is demonstrated through the software system the childminder uses superbly to record observations and to continually assess her planning. The procedures for observation, assessment and the progress check that is completed for children between the ages of two and three years, fully involve and value the contribution from parents. As a result, children are provided with fun activities that actively contribute to them being able to reach their potential in their own learning.

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

Children clearly demonstrate that they feel safe and a strong sense of belonging in the childminder's home. They are able to be this way because the childminder offers a very warm and welcoming environment in which they are valued as individuals. Children are able to settle-in successfully when they start attending because the childminder works closely with their parents to devise individual plans. Some parents request a quick process and others gradually build up the time their child spends at the setting over a number of weeks. The childminder keeps parents fully informed during this process about the activities their child has taken part in and about their individual care routines. Babies requirements for feeding, sleeping and changing are discussed with their parents and they are provided with feedback each day about how they are doing. This partnership working is highly successful in ensuring that children receive a very consistent approach to their

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

care and a smooth move between home and the childminding provision.

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

Children show that they have a close attachment to the childminder. Babies smile at her and look to her during their play because they know that she gives them lots of positive interaction through positive facial expressions and words. They put their arms up to her and she responds very warmly because she scoops them up to give them cuddles and reassurance when they need it. Older children are confident to initiate conversations and to ask questions of the childminder and her assistant. They move between their chosen activities and are able to independently use the bathroom. The childminder is highly skilled in supporting children when they become emotional. She acknowledges their feelings and supports them through soothing words and encouragement to return to their play. She knows the children very well and is able to anticipate when they need a snack and a drink, a rest or a change to the activities. This knowledge means that each child's needs are

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

exceptionally well met. Children behave very well. The childminder ensures that they learn about the expectations for behaviour. She uses a very consistent approach and suitable strategies so the children can understand the reasons why certain behaviour is not acceptable. For example, she is a very good role model, demonstrating to the children what is expected, she clearly explains to them and helps them to think for themselves about why certain behaviour will have an impact on others around them. Consequently, the children are able to consider others and respond very positively to the childminder's gentle reminders about their behaviour.

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

Children are learning about the benefits of maintaining a healthy lifestyle. They are very familiar with the routines for going to wash their hands before they have their snack. They are able to clean their teeth if they arrive around breakfast time and these children have their own toothbrushes and toothpaste stored in individual cups in the bathroom. They have their own hand towels in the bathroom and are offered anti-bacterial hand gel at appropriate times alongside discussion from the childminder about keeping their tummies healthy by getting rid of the germs. Children are protected from the risk of cross infection because the childminder follows consistent and effective procedures. For example, she washes her hands before preparing food and cleans the table tops and work surfaces with anti-bacterial wipes. Children really enjoy their snacks that the childminder provides. These are healthy, varied and cover the different food groups. Children are encouraged to

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

be independent during meal times. For example, they spread the butter on their crackers and sprinkle the grated cheese on top. The children have plenty of opportunities to play outside in the fresh air. The childminder enables them to practice their physical skills because she plans exciting events, such as puddle jumping and hay stack climbing. Babies have space to roll around on the floor and crawl and there is suitable furniture for them to pull themselves to standing. The childminder's commitment to ensuring the children are happy and safe significantly contributes to their feelings of well-being.

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provision

The childminder has an excellent understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She keeps her knowledge of safeguarding procedures up-to-date because she attends regular training courses and she has the contact details for the Local Safeguarding Children Board displayed on the notice board in the entrance hall. She helps children to learn about how to keep themselves safe and appropriate behaviour through well-planned and resourced activities and discussions. For example, she uses books and publications from national organisations during these targeted activities with the children. The childminder and her assistant both hold current first-aid certificates and she completes thorough risk assessments of all aspects of her home, garden, pets and of the outings she does with the children. For example, the front door of the house is kept locked with the keys accessible, a fire blanket is in place and the

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provision

smoke detectors are regularly checked. During walks and outings children wear high visibility jackets and the childminder talks to them about road safety. This ensures that any hazards to children are minimised and that they are kept safe.

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provision

The childminder and her assistant work extremely well together. She supports and guides him with the children which ensures that the very high standards of care and learning she offers to the children are maintained at all times. The childminder is very keen to continue to develop her knowledge and understanding of how best to help the children to learn and develop. She has completed a qualification in early years at level 3 and feels that this has had a significant and positive impact on her being able to fully promote each child's learning. For example, she understands how to plan in a focused way for each child's learning, how to link the observations to the relevant areas of learning and to identify entirely appropriate next steps in learning for each child. Throughout the inspection, the childminder maintains very high quality interactions and teaching of the children to which they react very positively, really enjoying and gaining from her involvement with them.

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provision

The childminder has developed highly effective partnership working which is very successful in supporting the children in her care. Parents report highly complementary comments about her commitment to their child and her genuine interest in their care and welfare. She seeks theirs and their children's views through verbal feedback and regular questionnaires and provides responses back to them as required. Children benefit from her close working partnerships with the local school as part of their preparation for moving on. For example, she invites the teacher to visit children at her home when she feels this will help the child to settle-in more successfully. The childminder continually evaluates and reflects on her activity with the children and remains committed to improving her already exemplary practice. She has taken positive action to address the recommendation made at the previous inspection and identifies her own, very well targeted plans for the future.

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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 EY363005 Local authority Northamptonshire Inspection number 849646 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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