Childminder in West Northamptonshire

Inspection date

Previous inspection date 11 June 2015 30 January 2009

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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

 The childminder provides a varied range of interesting and challenging experiences for children based on her precise assessments of their individual needs and interests. Consequently, all children make good progress in relationship to their starting points.  The childminder genuinely values children as individuals and nurtures their care and development. As a result, children are happy and naturally seek comfort and reassurance when required, demonstrating they feel emotionally safe and secure.  Children are safeguarded because the childminder understands her role and responsibilities with regard to child protection. In addition, the childminder supervises children well and ensures her home is safe and secure.  Children thoroughly enjoy being physically active in the fresh air. They plant sunflower seeds, play peek-a-boo behind trees and use balancing and climbing equipment during regular visits to activity centres.

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It is not yet outstanding because:

 The childminder does not always make the best use of imaginary play to enable children to express their own ideas, thoughts and feelings.  The childminder does not always give children enough time to think about the answers to her questions, and therefore, express their own ideas.

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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

 build on the educational programme for expressive arts and design, for example, by allowing children time to independently develop their play and ideas during role-play activities  encourage children to further develop their thinking skills, for example, by giving children more time to think creatively about other possible solutions.

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Inspection activities

 The inspector observed activities and routines in the indoor areas.  The inspector spoke to the childminder throughout the observations and spent time interacting with the children.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures.  The inspector discussed self-evaluation and reviewed evidence of the suitably of the childminder and other adults living within her home.

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who attend. This is good

Children are developing the skills and capacity to learn in preparation for school. The childminder effectively adjusts her teaching techniques to support the differing ages and stages of development of the children attending. Younger children are encouraged to use their senses to explore and experiment with a range of different media. They enthusiastically bang metal utensils together, smiling as the sounds get louder. The childminder asks children questions, which encourages them to count and sort objects by their colour and size. Furthermore, children learn to differentiate between big, small, heavy and light. However, occasionally, the childminder does not give them time to think about answers, and sometimes provides them with solutions. The childminder responds to babies' gestures and sounds and readily engages older children in conversation. This successfully encourages them to use language to recall past events. Older children enjoy

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who attend. This is good

imaginary play activities. However, occasionally, their involvement is not always sustained because the childminder asks them to stop what they are doing and participate in alternative activities.

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good

The childminder maintains a clean, welcoming and well-resourced environment that successfully supports children's all-round development. She effectively gathers a good range of relevant information about children's care routines and stage of development at the start of the placement. This supports the children's continual well-being and their move into the childminder's care. The childminder acts as a positive role model and supports young children to manage their feelings to share and take their turn. As a result, children behave well. The childminder successfully promotes children's sense of responsibility and self-care skills as they learn to chop fruit and clear away after their snack. She ensures children are protected in the sun by applying sun cream and placing babies under the parasol.

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provision is good

The childminder is enthusiastic and successfully uses self-evaluation to reflect on her practice, including obtaining the views of parents. She demonstrates a good commitment to developing her own knowledge and expertise through training. This has led to an increased knowledge of child development and is reflected in the quality of care and learning provided. In addition, the childminder carefully monitors children's learning, enabling her to track their progress overtime, including any gaps in their development. The childminder has established effective partnerships with parents and other settings that care for the children, including the local pre-school. This means there is a consistent approach to children's care and development. Parents comment very positively about the care and learning provided.

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Setting details

Unique reference number EY217014 Local authority Northamptonshire Inspection number 855713 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 30 January 2009

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Telephone number

The childminder was registered in 2002 and lives in the town of Brackley, Northamptonshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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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