Childminder in North Northamptonshire

Inspection date

Previous inspection date 02/12/2014 02/03/2009

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early years provision

This inspection: 1 Previous inspection: 3 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 a clear understanding of safeguarding and her role and responsibility to protect the welfare of children in her care. She understands the wider implications of safeguarding and gives them the utmost consideration.  The breadth and depth of the educational programme provides children with an excellent range of opportunities through which they can learn and develop. They become confident, curious learners and make excellent progress towards the early learning goals.  Children play and learn in a stimulating, child-focused yet homely environment where they are encouraged to make impressive strides in their learning. The plentiful resources, high-quality teaching and relaxed atmosphere are conducive to their excellent progress.  The childminder attaches great importance to the value of continuous training and professional qualifications as a route to gaining new ideas and improving practice, so

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This provision is outstanding

she can provide children with a high-quality care and learning experience.  The childminder fosters extremely effective partnerships with parents and other providers to enhance children's care and learning consistently and ensure all individual needs are known and met.

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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 children engage in free choice play and take part in planned activities and discussed these observations with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and planning and tracking documentation.  The inspector checked all the areas of the premises used by the children.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, co-childminder and members of her household and talked with the childminder about her self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents and carers from information provided by the childminder.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works from the home of her co-childminder in Kettering, Northamptonshire. The co-childminder and her adult child live at the property. There is a pet dog at the setting. The dining room and conservatory are the main areas used for childminding purposes with access to the first floor bathroom and a bedroom for sleeping. There is a rear garden for outdoor play. The childminder attends local toddler groups, parks and other attractions on a regular basis. She takes children to and collects them from a local primary school. There are currently 14 children on roll, of whom seven are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 enhance the already excellent provision by continuing to keep up to date with new early years teaching initiatives.

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who attend

Children flourish in this child-centred, stimulating yet homely environment. The childminder's excellent teaching engages each child in individually planned, rich learning experiences. She and her co-childminder devise the educational programme with children's individual needs and learning styles in mind, to ensure they are challenged. A carefully considered balance of activities is provided each day to offer children plentiful free play and targeted adult interaction. Children, therefore, immerse themselves in their learning, exploring and investigating the wide range of resources available to them.

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who attend

The childminder has developed very professional systems for recording and monitoring progress through both spontaneous and planned observations. She uses these to great effect to identify children's next steps precisely and to inform education plans. The childminder knows each child's ability and stage of development, which enables her to offer them appropriate challenges. She targets these challenges extremely well to build on their natural curiosity, imagination and preferred way of learning. She provides a highly positive learning environment, within which she and her equally enthusiastic co- childminder very successfully motivate children to learn. This prepares children exceptionally well for their future learning. The childminder is particularly adept at encouraging children to speak and communicate from an early age. She talks to them and listens attentively to their responses, such as when they are discussing the assembling of

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who attend

the train track. Children are encouraged to take turns, speak and listen. Their responses are valued and they make impressive progress in their communication and language as they confidently sing songs word perfect, such as five currant buns and perform actions to other familiar rhymes. Children watch attentively as the childminder opens the tubes of glitter that they will use to decorate their individual Christmas trees, showing them how it catches the light and offers them new words, such as sparkle and shiny, to extend their vocabulary. Enthralling conversations take place and are extended by the childminder, as children recall animatedly, how a relative swam with dolphins. Creative resources promote children's problem solving and early mathematical skills during spontaneous play. For instance, children enjoy learning about relative size, as they compare their painted hand prints made after decorating plates, which their Christmas puddings will stand on.

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who attend

Partnership working with parents is securely embedded within the childminder's practice. She takes a holistic approach to ensuring that she meets each child's specific needs. She and her co-childminder work very closely with parents, other settings and schools, to promote children's rapid learning and development. Parents complete a detailed initial profile with very comprehensive information about their child's starting points, likes, dislikes and abilities, when they begin attending. This begins an enduring relationship where parents are valued as their children's first and most important educators. The childminder shares assessments, including the progress check for children between the ages of two and three years, ensuring that parents are actively involved in their learning and development.

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

Children are very much at home, happy and relaxed in this welcoming environment. They settle easily under the childminder's considerate and tender care. Children seek her out for comfort and reassurance and to support them in their play and learning. The childminder places a high priority on inclusive practice and works hard to ensure all children feel respected and valued. Children move freely between rooms and select toys and activities from the extensive range available. The childminder knows children exceptionally well through the individually tailored settling-in arrangements, which are decided in partnership with their parents. Through in-depth discussion, the childminder gains detailed information about children's specific needs and becomes familiar with their individual personalities. This enables her to relate easily to children and develop highly positive partnerships with their parents, who are very well informed about their children's achievements, well-being

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

and development. As parents collect their children, there is a relaxed, informative exchange about each child's day. Parents are well informed about all aspects of the childminder's provision, for example, all policies are displayed in a folder in the entrance for them to take away and read at their leisure. There are also displays of the children's artwork and photographs of them at play to generate discussion between them, parents and the childminders.

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

The childminder develops warm, interactive relationships with children, offering them a secure family oriented experience in her care. She employs gentle humour and fun in her interactions with children and they respond readily with smiles and chuckles. Children feel relaxed in her company and that of her co-childminder. The childminder skilfully ensures that the educational programme is imaginative, varied and carefully adapted to include every child. Children learn valuable social skills and take part in activities, which support their readiness to move onto the next stage in their learning. As a result, children are very well prepared for school. Children learn the value of living in a diverse society as they explore many activities and resources that reflect the wider world. The childminder has taken significant steps to enhance her provision in a variety of ways, to offer children a window into how others live. This helps children develop an in-depth, accurate

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

appreciation of different festivals, culture and celebrations in other parts of the world, including countries that they are linked with through their families.

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

Children learn about safety as they negotiate the steps in the childminder's garden and listen to simple explanations given to support their safe play and learning. The childminder encourages children to think about their personal safety on outings as they look for the road crossing patrol officer and zebra and pelican crossings before crossing roads. Children confidently carry out daily routines to promote their good health, such as washing their hands before eating and drinking water throughout the day. They have plenty of fresh air as they play outdoors, enjoy local walks and visit the park and play centres. Walks along a local bridleway provide opportunities to watch wildlife and the passing trains. Children have fun in the childminder's garden, which is set out with various play opportunities to capture their imaginations. They learn to live healthily through the freshly prepared nutritious snacks provided during the day. Parents provide nutritious packed

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

lunches for their children. Children and the childminder sit together at the dining table and talk about their day so far and what they may do later. Children behave exceptionally well as the childminder sensitively talks about feelings and emotions. This helps children to learn useful strategies and develop their awareness of how to interact with others. Children revel in the warm, trusting relationships they have with the childminder and her co-childminder and flourish in the relaxed, easy going atmosphere. The childminder, therefore, lays an excellent foundation for each child's future care and learning.

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provision

The childminder has an excellent understanding of the wider safeguarding agenda and has a comprehensive knowledge of the procedure to follow should she or her co-childminder have any concerns about a child in their care. The childminder attends safeguarding training regularly and researches local websites, so that she is familiar with the latest local procedures. She knows how to pass on any concerns about a child's welfare appropriately and the comprehensive safeguarding policy is shared with parents. This ensures that children's welfare and well-being are promoted very effectively. Children are cared for in a very secure, well-maintained and organised premises where the childminder is fully alert to any hazards and takes all measures to ensure their safety. Rigorous risk assessments are in place. This successfully ensures any potential risks are minimised. Equally high consideration is given to safety on outings. All procedures are in place to further promote

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provision

children's welfare. Adults, who have contact with children in the home, are fully checked or supervised.

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provision

The childminder and her co-childminder place a high level of importance on regular training. This ensures that the excellent standard of care and learning offered are maintained and continues to improve. Since the last inspection, the childminder has achieved a level 3 qualification in early years childcare and education. She has used the information and ideas, which she gained on the training to improve her childminding practice. In addition, regular consultations with both children and parents are skilfully used to promote continuous development. Her commitment to help children achieve their full potential is evident in both her practice and the documentation used to monitor their progress.

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provision

Parents recognise the excellent progress their children make due to the individualised attention that they receive and the childminder's precise targets. They are kept extremely well informed and are provided with comprehensive, daily information on children's progress. Children draw pictures of what they like to do and the childminder recognises what they have enjoyed best by the enthusiasm with which they describe their activities, as they greet their parents at pick-up time. She uses this information to plan what could be added to an activity or be done differently next time. Additionally, she shares children's comprehensive learning journals routinely, so that children's families can share in their development and progress. This also promotes continuity of learning in the home.

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provision

The childminder has taken rigorous steps to address the recommendations from her last inspection. For example, she works very closely with her co-childminder as they devise their policies and procedures, complete risk assessments and plan for and monitor the children's progress together. Parents of children attending, recently completed feedback questionnaires on the quality of the service that the childminders provide. As a group, they express their very high levels of satisfaction with the care provided. The childminder has a detailed information file and provides extensive information for parents both verbally and displayed on boards and walls. She completes detailed initial assessments of children's learning and skilfully builds on their starting points and interests. The childminder values her partnerships with parents, acknowledging that they are the experts on their own child. She successfully incorporates their observations of what their children do at home, into

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provision

her planning. Therefore, children benefit from superb continuity of care and cohesive, supportive relationships. The childminder works collaboratively with other professionals from schools and agencies involved in children's care and learning. This ensures that children receive a proactive response to any particular needs they may have and they make the best possible progress from their initial starting points.

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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 EY293797 Local authority Northamptonshire Inspection number 989833 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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