Parker Deborah

Inspection date

Previous inspection date 20 April 2015 9 March 2011

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Teaching is good because the childminder accurately assesses where children are at in their learning and where they need support. She plans a varied range of activities that provide suitable challenge for children. As a result, children are making good progress and are developing the skills they will need for their move on to school.  Relationships between the childminder and the children are warm, trusting and very secure. The childminder recognises the uniqueness of each child in her care and supports their emotional well-being.  The childminder has good relationships with parents and good links with other settings that children attend and regularly exchanges information with them. This means that children's individual needs are understood, which benefits their ongoing care, learning and development.  Children are effectively safeguarded as the childminder has a strong knowledge of child protection and has effective policies to support her practice. Good attention is given to

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This provision is good

keeping the premises safe and secure, and positive steps are taken to minimise risks to children.  The childminder effectively organises her practice to meet the requirements. She continually evaluates the activities that she provides to identify the positive impact on children's learning and where improvements need to be made.

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It is not yet outstanding because:

 Arrangements are not fully in place to liaise with parents about what children are learning at home. Consequently, this is not taken into account when planning activities, to extend children's good learning even further.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 explore further ways to help parents share what they know about their child to promote a consistent approach to supporting children's learning and development, so that they make the best possible progress.

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Inspection activities

 The inspector viewed the areas used for childminding. She talked to the children and childminder at appropriate times throughout the inspection and observed a variety of activities.  The inspector looked at evidence of the suitability and qualifications of the childminder and her assistant. She also looked at a selection of policies and procedures, including safeguarding and discussed risk assessments and the childminder's self-evaluation process.  The inspector carried out a joint observation with the childminder. She discussed children's learning and development and sampled their records and looked at the planning documentation.  The inspector took account of the views of parents by reading a number of their comments on questionnaires and letters obtained by the childminder.

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who attend. This is good

The childminder consistently speaks clearly to children and she very positively involves them in conversations and asks questions. This good practice provides opportunities for them to extend their growing language and communication skills. For example, young children offer animal noises and repeat animal names that the childminder models for them, as they excitedly find figures hiding in the sand. Children are engaged and interested in what they are doing. The childminder extends this further as she encourages even the youngest children to try to do things by themselves before offering assistance. For example, young children problem solve as they push buttons, turn keys and knobs exploring a wide variety of interesting cause and effect toys. Subsequently, children sustain engagement in learning activities for periods of time and are becoming inquisitive and motivated early learners as they play.

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good

The childminder makes effective use of her home to support children's learning and development and to promote a healthy lifestyle. Children move independently around the ground floor. They enjoy experiencing musical instruments in the hallway, hiding in a den or selecting books for quiet time in the lounge, exploring sand play in the kitchen or domestic role play in the playroom. The childminder uses her well-equipped and child- friendly garden throughout the year. She has all-weather paving and grass and a covered area to ensure children can readily explore outside whatever the weather. Children are beginning to learn about how they can keep themselves safe because the childminder supports their exploration and understanding of managing risk. For example, when the kitchen floor becomes slippery with sand, the childminder helps minimise risks and offers age-appropriate explanations and reminders. Young children show their understanding as

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good

they move carefully and become more aware of the sand going on the floor.

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provision is good

The childminder has a good understanding of the Early Years Foundation Stage and how children learn. She is an experienced and reflective practitioner and monitors the practice of her assistant effectively. She undertakes professional research and mandatory training and then uses this knowledge to enhance her own and her assistant's practice. Parents are very happy with the care and the progress that their children make. They comment that they are very pleased with the wide range of experiences the childminder provides, including regular trips to local groups where their children socialise with other children. The childminder effectively tracks children's progress and observations are used to identify any gaps in their development. She discusses daily with parents what their child has been participating in and the progress that they have made over time. However, she does not always gather as much information as possible from parents about children's learning in

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provision is good

their home environment. Therefore, there is room for her to gain further detail to help her to build on children's interests and promote their learning to the utmost.

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Setting details

Unique reference number 220854 Local authority Northamptonshire Inspection number 865899 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Name of provider

Date of previous inspection 9 March 2011

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Telephone number

The childminder was registered in 1999 and lives in Northampton. She occasionally works with an assistant. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays. She has a relevant qualification at level 3.

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Telephone number

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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Telephone number

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

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Telephone number

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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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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