Childminder in North Northamptonshire

Inspection date

Previous inspection date 21/11/2014 12/02/2009

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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 has an excellent understanding of how children learn and uses a rich and varied range of inspiring teaching strategies and resources to support children's learning. As a result, they make excellent progress in relation to their individual starting points.  Secure caring attachments are evident between the children and the childminder, who works very closely with parents and knows children's individual needs extremely well. As a consequence, children are independent and active learners, exhibiting very high levels of self-esteem and confidence.  An excellent partnership exists between the childminder and parents. This enables parents to become highly involved in their child's welfare and learning, both at home and in the childminder's care.  The childminder has an excellent understanding of the importance of keeping children safe from harm and of the safeguarding procedures. Therefore, she is able to clearly

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This provision is outstanding

explain what actions to take if she has any concerns about children's care, safety and welfare.  The business side of the childminder's practice is exceptionally well organised. She is very proactive in researching and incorporating different ways of working to benefit the children placed with 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 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, discussed children's learning and development, sampled their records and looked at the planning documentation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, one adult child and two children in Kettering, Northamptonshire. The whole ground floor of the house and the enclosed rear garden are used for childminding. The family has a pet cat. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. There are currently 14 children on roll, seven of whom are in the early years age group and attend for a variety of sessions. The childminder attends local stay and play childminding groups and visits local shops, library and parks regularly. She takes children to and collects them from the local schools. The childminder receives funding for three- and four-year-olds. She holds Early Years Professional status and is a member of the local childminding association.

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

 exploit, and focus even more sharply upon, the potential of the available experiences to challenge children's thinking and creative skills to the very optimum.

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who attend

The quality of teaching is excellent. This well-qualified childminder has an in-depth knowledge of the learning and development requirements of the Early Years Foundation Stage. She has very high expectations of herself and of the children in her care. As a result, children thrive and are well motivated to learn in this high quality setting. Children's individual needs are met exceptionally well, as the childminder works very closely with parents from the outset to ensure they are all included. The childminder consistently achieves high standards across every aspect of her work. She supports children exceptionally well and uses adult-led and child-initiated activities to extend children's thinking, interest and learning. For example, she focuses upon children's interest in doctors and supports their exploration of medical role play through inspirational resources, such as dressing up clothes, medical play tools, real bandages and hospital signs. In this

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who attend

way, children are inspired to experiment and their learning and development are supported extremely well.

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who attend

The childminder effectively models and encourages children's communication and speech during activities and interactions and through engaged discussion. Very young children relish the individual attention they receive and stay close to the childminder, who encourages playfulness and constantly talks to younger children. She gives lots of eye contact, praise and smiles as she plays with the children. This gives them a sense of achievement, which enhances their learning and development. Children have access to a wide range of books and they love to select books and share stories together in the childminder's cosy book corner. Consequently, children are developing extremely positive attitudes towards books and stories which very effectively support their early literacy development. The childminder skilfully follows the children's lead in their play, which encourages their natural curiosity to learn. For example, she extends their interest in

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who attend

imaginative shop play through the introduction of money and prices. In this way, she very effectively supports their mathematical development and understanding of real-life shopping experiences. The childminder adeptly capitalises upon spontaneous learning opportunities, extending children's learning further. For example, during children's discussion of telescopes, she quickly creates some out of paper and tape for them to buy in the role-play shop. This stimulates further imaginative play. However, there is room for the childminder to even more sharply focus upon the potential of such available experiences; for example, by encouraging children to collaboratively discuss the creation of such items with her, in order to challenge children's thinking and creative skills to the very optimum.

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who attend

The childminder identifies children's starting points, which are accurate and comprehensive and are discussed with parents during an extensive settling-in period. These are used effectively to plan activities to help children make the best progress they can. Ongoing observations are carried out which show how children are developing in all areas of learning. The childminder makes very good use of guidance documents to track children's development. This ensures teaching accurately focuses on individual children's interests and the next steps in their learning. As a result, children make rapid progress in readiness for school. Furthermore, she fully understands that the purpose of the progress check for children between the ages of two and three years is to identify when early intervention may be needed. This helps to ensure that all children receive the appropriate level of support. Partnerships with parents are strong and considerably influence the

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who attend

children's overall learning. Each child's very well-presented individual learning journey is shared with parents each term. They actively contribute to these learning journeys and developmental assessments, providing information to the childminder about their child's achievements outside of the setting and passing on any new interest. This ensures that children benefit from continuity in their care and learning.

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

Children are happy and relaxed in the childminder's care. The childminder values the children's contributions and clearly enjoys listening to their comments and ideas throughout the day. For example, a young child's confidence is nurtured through the happy facial expressions and positive praise used by the childminder, which are supported by claps and cheers for their achievements. As a result, their self-esteem and confidence are greatly enhanced. Children settle quickly because the childminder takes time to get to know them and their families before they begin attending. She offers flexible settling-in sessions and forms excellent working relationships with parents. As a result, the childminder gains an extremely good understanding of children's individual care needs and routines. Consequently, children form strong attachments with her, which very effectively supports their emotional well-being. The childminder places very high importance on children's personal, social and emotional

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

development and fully supports them to form positive relationships with others. She takes children to weekly stay and play sessions in the local community, which gives them the opportunity to mix with other children of their own age. In this way, children are developing essential skills that they will need when they move on to school. Children's behaviour is exemplary because the childminder is an excellent role model. She encourages sharing, supporting one another whenever possible and taking responsibility for resources when tidying up. The childminder provides additional support when children are struggling to understand expectations and she uses positive praise to acknowledge their achievements. As a result, children clearly understand what they are doing well.

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

Children develop an excellent understanding of the need to have a healthy lifestyle and to keep themselves fit and well. They have access to fresh air and exercise daily, either in the childminder's garden or at the local park. The childminder provides children with excellent outdoor facilities that include climbing and balancing apparatus, outdoor musical instruments, bug-hunting materials and an array of bikes and ride-on toys. Children are learning about keeping themselves safe outside because the childminder talks to them about taking care on the wet slide or when walking down the steps to the patio. Children learn about healthy eating and understand the importance of sitting at the table to eat their meals, following routines and learning excellent manners and social skills. This also prepares them for eating in the school hall while having school meals or packed lunches. Learning basic hygiene practice is an integral part of children's physical development and

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

they learn the importance of this task from an early age. For example, all children are encouraged and supported to wash their hands before eating and after using the toilet. The childminder encourages children to eat a healthy diet, offering healthy snacks of fresh fruit and vegetables daily. Children's independence skills are promoted exceptionally well as they are involved in preparing their own snack and learn to cut up fruit safely.

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provision

The childminder has a comprehensive range of policies and procedures in place to underpin her outstanding practice. These are regularly reviewed and shared with parents. The childminder's policies are also very well implemented and underpin all aspects of her excellent provision. Safeguarding children is prioritised and is exceptionally well promoted. The childminder has attended further training and has a comprehensive understanding of her responsibilities relating to safeguarding children. This is exceedingly well supported thorough written procedures and a wealth of additional information, enabling her to identify children at risk and take immediate action. The childminder implements thorough risk assessments to prevent accidents to children. These identify any hazards on the premises, in the garden and out in the local community. In this way, children's safety is promoted at all times.

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provision

The childminder uses a very robust self-evaluation process to accurately and effectively identify her strengths and highlight any further areas for improvement. Since the last inspection, the childminder has worked hard to establish purposeful working relationships with others providing care for the children. For example, she has liaised verbally with other settings, as well as using written documentation, to exchange detailed information of observations of children's interests and their tracked progress. In this way, children are offered consistent support across both provisions. The childminder is enthusiastic about the development of her practice and has undertaken considerable further professional development since the last inspection, in order to strengthen this. She effectively reflects on and evaluates her practice, taking into account the views of parents and children, and identifies her strengths and weaknesses. The childminder has an excellent support

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provision

network and is willing to share her exceptional practice and learn from others. She is innovative, inspirational and provides an excellent service for children and families who attend her setting.

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provision

The childminder has extremely strong partnerships with parents. She actively supports two-way communication with parents through a variety of means to ensure all parents are involved in their child's learning and care. The childminder works hard to provide advice and support and a wealth of information for parents. They are encouraged to be actively involved in their children's learning and share information about their achievements. Parents make comments on items sent and this ensures there is an excellent flow of communication present. As a result, children's learning is well supported at home. Parents highly value the childminder's provision. They comment that their children love spending time at the childminder's home and are making excellent progress. They also comment that they really appreciate the childminder's excellent regular communication that keeps them comprehensively informed of what their children have been doing. Very effective

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provision

partnerships with feeder schools and other providers ensure that children have continuity of care and are well supported during the transition period.

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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 EY256700 Local authority Northamptonshire Inspection number 848396 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

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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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