Childminder in North Northamptonshire

Inspection date

Previous inspection date 04/12/2014 12/10/2009

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a calm, caring approach towards the children and, as a result, they are settled and comfortable in her company.  The childminder effectively supports children's language and communication skills as she engages in discussion with them at all times. As a result, children effectively develop their language structures and build their vocabulary.  Children are effectively safeguarded because the childminder is knowledgeable about child protection issues and completes risk assessments, which contribute to children's safety and well-being.  The childminder uses self-evaluation procedures to analyse the quality of her service. She plans for further improvements well by setting herself clear goals and targets.

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It is not yet outstanding because

 The childminder does not always make the most of opportunities for younger children to explore and experiment using open-ended resources, to further stimulate children's imagination and learning.  The childminder does not always maximise opportunities to encourage parental involvement in their children's learning and development. For example, by sharing ideas on how learning can be further enhanced at home.

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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 childminder's home and spoke with the childminder and children at suitable points throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

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

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Inspection activities

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

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Inspection activities

 The inspector took into account the views of parents from information included in the childminder's documentation.

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Information about the setting

The childminder was registered in 2006 and is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, in Wellingborough, Northamptonshire. The whole of the ground floor of the home is used for childminding, including a downstairs toilet, and there is a garden for outdoor play. The family has a pet dog and cat. The childminder provides care on each weekday, from 7am to 6pm, all year round, except for bank holidays and family holidays. The childminder takes children to and collects children from local schools and pre-schools. There are currently eight children attending on a part-time basis, three of whom are within the early years age range. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 enhance the development opportunities of younger children, for example, by providing a variety of everyday resources, to encourage them to explore and experiment in different ways

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

 strengthen further the opportunities for parents to share information in relation to their child's learning at home, to inform future planning and fully extend children's learning.

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who attend

The childminder demonstrates good knowledge and understanding of the learning and development requirements of the Early Years Foundation stage. She uses her good knowledge of the children to plan activities that will interest them and that will offer them challenge to extend their thinking. As a result, children make good progress across all areas of their learning and development. When children first start the childminder completes detailed getting to know you information, with the parents. Consequently, the childminder is able to accurately identify children's starting points from the beginning. The childminder uses this information, along with her initial observations of the children, to assess their learning and to build on their development. The childminder monitors children's ongoing learning to ensure that they are making effective progress and to make sure that any gaps in learning are quickly narrowed. As a result, children develop a

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who attend

positive attitude to learning, which helps them to attain the skills they need in readiness for starting school. The childminder supports children to develop good speaking and listening skills, for example, young children happily chatter with her as they experiment with different words and sounds. The childminder listens attentively to them and responds by repeating words back. As a result, children effectively develop their language structures and build their vocabulary. The childminder constantly talks with children during their play, commentating on what they are doing, which supports children to link their actions with words. Consequently, children develop their thinking skills and gain confidence to express themselves, as their communication skills grow. Children freely access a range of toys and are confident to make choices about what they want to play with. The childminder joins in children's play and makes it fun, for example, she encourages them to role play, by

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who attend

practising to pour out cups of tea. As a result, children remain focused in their play for longer and their learning is extended. However, there are fewer opportunities for younger children to explore and experiment using open-ended resources, to further stimulate their imagination and learning. The childminder regularly takes children on walks to the local park, where they have the opportunity to play on larger equipment. As a result, children develop and extend their physical skills, as they learn to balance and negotiate their movements using large apparatus.

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who attend

The childminder values the importance of working in partnership with parents to support children's learning and celebrate their achievements at home. She verbally shares information with parents on a daily basis. In addition, she provides parents with a written weekly summary of the activities that the children have been taking part in that week. The childminder encourages parents to look through their child's learning journal and discusses with them the progress their children are making. The childminder is aware of the requirement to provide parents with a written summary of their child's learning between the ages of two and three years. However, there is scope to enhance parental involvement even further, for example, by sharing ideas with parents on how their children's learning can be extended at home.

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

The childminder builds close attachments with the children. She gives lots of praise when children achieve and develops positive relationships with them. The childminder ensures that children's emotional well-being is supported by giving cuddles and reassurance to them when needed. Children settle quickly because the childminder has established good settling-in procedures. Short visits are planned when children first start in the childminder's provision and these help them to become accustomed to their new surroundings. The childminder obtains relevant information from parents about the children's care routines at home and their current interests. As a result, the childminder is able to effectively support the children's needs from the beginning. The childminder has a warm and caring manner and she gives children her individual attention. This helps to ensure that each child feels valued and special.

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

Children move freely around the childminder's home and they enjoy playing with the toys available, which promotes their confidence and independence. The childminder acts as a good role model. She encourages children to be kind to each other and to use their manners. Children are also starting to learn about rules and boundaries, for example, they are asked to tidy away their toys before getting others out. Gentle reminders help children to make the right choices and learn to be kind towards each other. As a result, children behave well and develop good social skills, which help them to prepare for the next stage in their development and learning. Children have the opportunity to form new friendships, as the childminder regularly visits different groups, such as messy play, where they are able to participate in various creative activities.

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

Children are supported to develop healthy lifestyles. For example, children are encouraged to have fresh air and participate in physical exercise daily. The childminder provides home- made, healthy meals and snacks. She discusses with parents any specific requirements to ensure that all dietary needs are met for individual children. The childminder uses these daily routines to help children to develop their self-care skills and promote good hygiene routines. For example, children each have their own towel and flannel, which helps to minimise the risk of cross contamination. The childminder teaches children about the importance of washing their hands before eating or after using the toilet. As a result, children learn to adopt good hygiene practices and their self-care skills are well promoted. Children learn to keep themselves safe, as the childminder allows them to take small, supervised risks. Consequently, children learn positive skills and attitudes to managing

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

risks and their growing independence is effectively promoted. The childminder uses resources, such as books to support children to learn about similarities and differences. In addition, they learn about various cultural festivals, which help children to learn about diversity and the wider world.

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provision

The childminder has a clear understanding of her role and responsibility to meet the learning and development and the safeguarding and welfare requirements. She has effectively addressed all the actions from her previous inspection. All the required documentation is in place and a range of written policies and procedures underpin the childminder's practice. These are shared with parents to help ensure children's safety and protection is promoted. The childminder has a clear understanding of safeguarding issues. She is confident in her understanding of the possible signs of abuse and the procedure to follow if she has any concerns about a child's welfare. She is aware of the procedure to take in the event of an allegation being made against herself or family member. In addition, detailed risk assessments help to identify possible hazards in the home environment. As a result, children's health and well-being is promoted and they are

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provision

The childminder effectively reflects on and evaluates her practice, to ensure that she is providing a good service. She carries out self-evaluation to review her strengths and weaknesses and uses this information to identify areas for further improvement. She seeks the views of parents through verbal conversation and parental questionnaires, in order to assess the quality of her service. The childminder uses a range of contacts to support her professional development and to help assess her practice. For example, she values the opportunity to meet and network with other childminders and to share good practice. The childminder understands the importance of working in partnership with parents and other settings that share the care of the children. This promotes partnership working and helps to support continuity of care between the settings, while promoting children's well- being and achievements. She has established good links with the local school and this

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provision

helps prepare children for their next stage in learning, as they become familiar with the school routine.

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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 EY330618 Local authority Northamptonshire Inspection number 873251 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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