Childminder in North Northamptonshire

Inspection date

Previous inspection date 13/01/2015 24/02/2009

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early years provision

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

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This provision is outstanding

 Children are motivated by an inspirational educational programme that provides them with an exceptional range of opportunities through which they can learn and develop. Consequently, they become confident, curious learners and make excellent progress in relation to their starting points.  The childminder has established robust systems for observing, assessing and planning for children's individual needs.  Parental involvement in assessment and planning means children are supported exceptionally well at home because educational programmes are shared with parents.  Children form exceptionally strong attachments with the childminder. This means children are happy and feel safe and secure in the childminder's care.  The childminder demonstrates an excellent understanding of how to protect and safeguard children. Through the implementation of meticulous policies and procedures, she actively promotes children's safety and welfare.

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This provision is outstanding

 The childminder has a strong commitment for reflecting on her practice. She actively seeks the views of parents, children and other professionals, to identify priorities for continued improvement.

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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 viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector observed activities in the childminder's house and talked with the childminder.

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Inspection activities

 The inspector talked with the children and carried out a joint observation with the childminder.

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Inspection activities

 The inspector looked at children's assessments records, evidence of the suitability of the childminder and household members, the childminder's self-evaluation and a range of other documentation, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents taken from documentation obtained by the childminder.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one child in a house in Burton Latimer, Northamptonshire. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has a dog, a fish and two tortoises as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops, library and park on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She 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:

 extend the already good use of pictures and images to support children in identifying what they would like to play with, for example, by creating a catalogue of resources.

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who attend

The childminder demonstrates a strong passion for, and commitment to, providing children with a stimulating child-centred environment where they are able to flourish. The childminder carefully considers the educational programme, taking into account children's individual needs and learning styles to ensure that they are motivated, excited and engaged by the opportunities that she makes available to them. A combination of written documentation and the use of an educational software package, implemented since her last inspection, enables her to record both spontaneous and planned observations that inform next steps for children's learning opportunities. As a result, the childminder demonstrates an excellent and precise knowledge of each child's starting points, their ability and stage of development and the progress that they make. This enables her to offer children appropriate challenges through rich and varied opportunities. Consequently,

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who attend

children develop the attributes of competent learners and make exceptional progress in preparation for the next stage in their learning or move to school.

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who attend

The childminder's teaching is outstanding, and as a result, children are expertly supported in their learning. Children consistently demonstrate the characteristics of effective learners, as activities are devised to stimulate their curiosity and drive to learn more. For example, preparing a snack is made exciting as children watch the childminder, using an apple machine, produce rings of sliced apples from a whole apple. The childminder talks about the shapes that are being made and how the apple is divided into pieces so that they can be shared. This supports children's early mathematical understanding. The childminder is exceptionally committed to ensuring that children speak and communicate early. She talks to them constantly and listens attentively to their responses which she values and appropriately extends. She allows plenty of time for children to consider their responses and pronounces single words clearly while performing associated actions. The

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who attend

childminder has developed her own strategies to boost children's early speaking skills, for example, she has discovered that some children respond to words being sung to them. Children enjoy participating in rhyming songs and imitating the sounds of animals that they have seen when out on walks. For example, they initiate for themselves a song focusing on farm animals and attempt, with support from the childminder, to make some of the animals' noises. As a result, they are gaining early skills required to learn to read. The childminder's interactions with the children are exemplary. She uses highly imaginative activities, based on topics drawn from children's interests to foster their early love of learning. For example, the knowledge of children's growing interest in trains, inspires her to organise a trip to the local station where they can see the trains travelling to and from various destinations. Children benefit from exceptional one-to-one attention

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who attend

from the childminder. She enthusiastically spends time sharing books with children, carefully encouraging them to take turns to turn the pages. Consequently, children develop their social skills as they learn to play happily together and cooperate in their play. Children enjoy active learning as they spend tine exploring and investigating parks and woods in their local area.

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who attend

Partnership working with parents is securely embedded within the childminder's practice. She ensures that they are kept up to date with their children's progress. Parents have access to an encrypted web page which provides them with opportunities to view photographs of activities that their children have been enjoying throughout the day in addition to ensuring that they are kept up to date with their children's progress. The childminder appropriately implements the progress check for children between the ages of two and three years. This is shared effectively with parents and health professionals to support a coherent approach to the children's care and learning and ensure the early identification of any emerging concerns.

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

Children form strong, secure emotional attachments with the childminder. They settle extremely quickly under her calm, compassionate and tender care and are happy, and relaxed in this welcoming home. Children are confident to seek the childminder out for comfort or support in their play and learning. They snuggle up to her when they require re-assurance. The childminder knows children exceptionally well through the individually tailored settling-in arrangements, which are decided in partnership with their parents. She encourages families to have as many settling-in sessions as they require during which time she gains information about their care routines and specific requirements. As a result, children are able to sleep, eat and play according to their own needs. A home-setting diary sheet outlining children's care during the day is offered to parents. Children gain a sense of belonging as they have a special place to leave their shoes and coats, and have their

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

own face cloths, towels and toothbrushes in the bathroom. As a consequence, children gain confidence and self-motivation which enables them to be emotionally prepared for the next stage in their learning.

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

Children have access to a vast range of toys and resources that are available in order that they can make independent choices. However, the already good use of pictures and images that the childminder uses throughout her home could be extended to support children in identifying what they would like to play with, for example, by creating a catalogue of resources. The childminder is considering implementing an area for children to display photographs of people that are special to them, creating a visual link from home to the setting. The childminder regularly takes children to local groups where they can benefit from socialising on a larger scale and with different people. This helps children to learn useful strategies and develop their awareness of how to interact with others. Children's behaviour is excellent. The childminder teaches children about expected behaviour through the use of consistent messages and very clear boundaries. She reminds

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

children, including those who are not competent talkers, to say please and thank you, and to generally have good manners. Older children are expected to eat their meals and snacks sitting at a table and younger children use either highchairs or an appropriately sized table and chairs. As a result, children quickly develop growing independence and a clear sense of what they can and cannot do.

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

Children are supported exceptionally well in developing the skills that they need to adopt a healthy lifestyle. They are provided with freshly cooked, nutritious meals each day in addition to a wide range of healthy snacks including, when seasonally available, vegetables from the garden. A pictorial menu is available for parents to view and this includes allergen information. Children are taught to follow good hygiene practices. They wash their hands at appropriate times throughout the day. The childminder's use of the garden, nearby parks and woods enables children to have fantastic fun and provides wonderful opportunities to run, explore, climb and delight playing in puddles, mud and with leaves. Children learn how to manage risk and to keep themselves safe and healthy. They learn to listen to instructions. For example, they learn that when they access the street they must wait for the childminder on a line of blue bricks that they refer to as the

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

magic line. Consequently, children develop an excellent understanding of risk and know how to behave safely.

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provision

The childminder has developed an exceptional knowledge of her responsibilities to meet the requirements of the Early Years Foundation Stage. This knowledge and her natural ability to teach enables her to offer children an excellent range of activities and experiences that capture their interests and desire to learn. The childminder's excellent understanding of how children learn has a positive impact upon the opportunities and experiences that she offers. The childminder uses very effective systems to ensure that the educational programme is effectively monitored and ensures that children have access to all areas of learning. For example, all observations are recorded to ensure that she has a clear overview. Her commitment and dedication to ensure that all children achieve their full potential is evident both in her practice and the documentation she uses to monitor their progress. Through regular training, the childminder is vigilant in ensuring that she

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provision

maintains an excellent knowledge of the procedures to follow should she have any concerns about a child in her care. This ensures that children's welfare and well-being is promoted very effectively. Children are cared for in a very secure, well-maintained and exceptionally efficiently organised home. This childminder is alert to hazards and takes all measures to ensure children's safety, which is underpinned by detailed risk assessments and a daily checklist. Equally high consideration is given to the safety of children on outings. Adults who have regular contact with children in the home are fully checked. The house and access to the rear garden is kept safe and secure at all times. This ensures that children are kept safe from harm.

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provision

The childminder demonstrates a determined drive to continuously develop her practice. She regularly attends training and events organised by the local authority and children's centre. She consults with other childminders for support and to share ideas for improvement. A meticulous self-evaluation document, which is regularly reviewed and includes the views of parents and children, is used to outline future developments. The childminder maintains concise well-written policies and procedures, which are available to parents both online and in paper copies, and are updated annually, or sooner if required. The childminder has addressed all the recommendations from the last inspection.

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provision

The childminder has established exceptionally strong partnerships with parents. She goes the extra mile in the support that she offers to them. Parents, through written documentation, thank you cards and questionnaires, express their very high levels of satisfaction with the care that the childminder provides. The childminder provides extensive information for parents both verbally and displayed on a noticeboard. She encourages parents to share what their children do at home and this is included in the activities and opportunities that she plans for children. In addition, the childminder offers suggested activities for home to follow on from those provided at the setting. The childminder works exceptionally well with other professionals involved in children's care and learning, sharing information about children's progress and the activities that are available to them. This ensures that children receive a consistent and continuous approach

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provision

to their care and learning and that they make the best possible progress from the 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 EY309395 Local authority Northamptonshire Inspection number 861988 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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