Childminder in West Northamptonshire

Inspection date

Previous inspection date 26/11/2014 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

 Children make good progress because the childminder observes and assesses their level of achievement, consults with parents and plans effectively for their individual learning.  Children's personal, social and emotional development is promoted well by the childminder. Consequently, children are happy, settled and secure and the relationships between the childminder and the children are good.  The childminder promotes children's communication and language development effectively. She provides very good support so that young children progress from using single words to building short sentences.  Children are safeguarded because the childminder is fully aware of her responsibilities to protect them from abuse and neglect.  The childminder strives for continuous improvement of her provision. She monitors the educational programme well and regularly attends training in order to improve her knowledge and skills.

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It is not yet outstanding because

 Children's independence is not always maximised. Resources, such as paint and dough are not accessible to them and are only used during adult-led activities. Toy boxes are accessible on shelving units, but these are opaque and so children are unable to identify their preferred ones and then choose and select.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector observed activities as children played in the ground floor play area.

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Inspection activities

 The inspector looked at evidence of the childminder's suitability, qualification and training.

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Inspection activities

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

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Inspection activities

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

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Information about the setting

The childminder was registered in 2005. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder lives in Daventry, Northamptonshire with her two children. The ground floor of the childminder's house is used for childminding. An enclosed garden is used for outdoor play. There are currently seven children on roll, of whom five are in the early years age group. The childminder takes children to, and collects children from, local schools and pre-schools. She cares for children all year round, seven days each week if required, from 7am to 6pm. She holds an early years qualification at level 3. She is accredited to provide funded early education places 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:

 extend opportunities for children to make independent choices about resources they wish to use, for example, by making media, such as paint and dough easily accessible and by ensuring that they are aware of resources that are stored in toy boxes.

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who attend

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

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who attend

Children are happy and settled in the childminder's care. She is aware of their interests and ensures that toys and activities engage them. Children make good progress in their communication and language development because the childminder promotes their learning extremely well. Young children are beginning to use single words. The childminder repeats these and encourages sentence building by adding one or two words. For example, a child says 'car' and the childminder responds by saying 'red car' and then 'big red car'. The childminder is fully aware of children's different levels of understanding and challenges them effectively as she talks with them. She teaches children rhymes and they enjoy joining in with the actions to different songs. The childminder looks at books with children and uses props to enhance their interest and involvement. She encourages children to count and they learn to match colours. She talks with them about shapes and

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who attend

Children make good progress in their physical development. They gain confidence and skills while they play with equipment in the childminder's garden and at the park. Manipulative skills are good and young children have begun to hold pencils and pens with a thumb and two-finger grip. They use a brush to apply glue on to paper and then make decisions about which collage pieces to stick to the glue. The childminder identifies resources available for children to explore. These include everyday objects made of wood and metal, sand, water, rice, pasta, autumn leaves, paint, crayons, dough and different fabrics. The childminder explains how she supports children in mixing different media. For example, they add glitter or rice to dough. However, sensory play resources are only used during adult-led activities and are not readily available for children to choose and select for themselves. Consequently, they do not independently decide on the media they prefer to

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who attend

explore. Toys are stored in boxes that are placed on low-level shelving and so children can easily select these. However, young children have removed labels and they cannot see inside the opaque boxes. As a result, their capacity to make choices is not maximised.

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

The childminder creates a warm and welcoming environment for children and their parents. She gives children's personal, social and emotional development a high priority. A settling-in period is agreed with parents in order to address each child's emotional needs. Children are prepared well emotionally for the move on to other early years settings and reception class in school. For example, they socialise with other adults and children at groups. Admission information obtained from parents ensures that individual care needs are well met. Children are developing an ability to attend to their self-care needs. The childminder talks with them about when and why they must wash their hands, and she encourages them to manage this independently. Children's welfare is addressed effectively because the childminder ensures that the environment is healthy and safe. Resources are safe and meet children's learning and development needs well.

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

The childminder identifies the importance of positive reinforcement as a strategy for managing children's behaviour in order to promote their self-confidence and their self- esteem. Children's good health is protected because the childminder encourages them to be physically active. She uses her garden throughout the year and provides a variety of activities for children to play with outside, as well as physical play equipment. Parents provide food for their children and the childminder uses her food hygiene knowledge effectively to ensure safe food storage. Children learn safety rules. For example, they know that if they run in the playroom they might fall, and they know why they might need to wear a wrist strap when out walking. Information about the childminder's good practice with regard to safety, illness and accidents is shared with parents.

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provision

The childminder ensures that her home is safe, secure and welcoming. She is aware of her responsibilities with regard to safeguarding children. Necessary suitability checks have been completed. The childminder makes sure that children are never left unsupervised with a person who has not been vetted. Parents are made aware of her clear safeguarding policy and the Northamptonshire Safeguarding Children Board procedures. She attends training courses to ensure that her safeguarding knowledge is kept up to date.

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provision

The childminder successfully monitors the educational programmes so that all children make good progress. She meets all of the Early Years Foundation Stage requirements and meets children's care and learning needs effectively. In order to review and improve her practice, the childminder welcomes advice offered by local authority development workers and she demonstrates a strong commitment to improving her knowledge and skills. Recent training includes courses that have updated her knowledge on first aid, food hygiene and child protection. Consequently, children's welfare is addressed well because her knowledge is up to date. The childminder has carefully considered her priorities for improvement and she has included them in a recently submitted Ofsted self-evaluation form. One of her current priorities for improvement is to develop a sensory garden and vegetable patch. She plans to develop a wider range of role-play themes, for example, by

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provision

providing resources for a hairdresser's shop and a post office. Resources meet children's different learning needs effectively and are maintained in a good state of repair.

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provision

Good communication between the childminder and parents means that children's care and learning needs are met well. A range of written policies successfully reflect the childminder's practice with regard to meeting children's needs. Required documentation is kept up-to-date and in good order. The childminder is aware of the importance of obtaining as much information as possible about each child's individual needs from parents and agreeing with them how they can work together to meet these needs. Parents share information on how happy they are with the childminder's provision. In questionnaires they refer to her enthusiasm, their child always being excited about attending, good dedicated play space, and lots of outdoor time. The childminder is aware that communication between herself and other early years providers is necessary in order to ensure coherence of care and learning for each child.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY310641 Local authority Northamptonshire Inspection number 856675 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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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