Childminder in West Northamptonshire

Inspection date

Previous inspection date 30 April 2015 16 March 2012

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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 successfully plans activities and experiences that capture children's interests and stimulate their imaginations. As a result, children are motivated to learn new skills.  The childminder effectively tracks children's progress and accurately identifies their next steps in learning. This helps children to develop the skills they need for their future learning and prepares them for their move on to school.  The childminder interacts well with children. She encourages them to recall past events and describe what they are doing. As a result, children learn to become confident communicators and attentive listeners, who use their imaginations to describe their ideas.  The childminder effectively encourages children's positive behaviour and helps them learn to respect and value the views of others. Consequently, children behave well and learn to share, take turns and use good manners.  Children are effectively protected because the childminder demonstrates a good

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This provision is good

understanding of safeguarding procedures. She keeps her knowledge up to date by attending training and reading current child protection literature.  The childminder uses self-evaluation procedures to review 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 make the best use of opportunities to further develop children's mark-making skills. Consequently, children are not able to spontaneously explore making marks or practise writing for a purpose.  The childminder is not always successful in encouraging parents to be actively involved in their children's learning. As a result, she is not always well informed about learning that takes place at home.

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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

 enhance children's interest in early writing and mark making, by providing opportunities for children to spontaneously experiment by making marks and writing for a purpose, for example, by making pens and paper available to the children during their routine play  extend the information gathered from all parents about their children's learning at home to further enhance and strengthen future learning experiences, in order to maximise children's progress.

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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.  The inspector looked at children's assessment records, planning documentation and a range of other records, policies and procedures.  The inspector checked the evidence of suitability and qualifications of the childminder, and her household, and talked with the childminder about her self-evaluation and improvement plans.  The inspector took into account the views of parents spoken to during the inspection and from information included in the childminder's documentation.

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who attend. This is good

The childminder's teaching is good and as a result, children make good progress in their learning and development. Children really benefit from spending time outdoors, because the childminder makes good use of their growing curiosity and interest in the world around them. Children find out about different animals and learn about their life cycles, for example, they know that hens lay eggs and that these hatch into chicks. Children's mathematical skills are promoted well by the childminder, who routinely extends children's understanding of number, shape and size during play. Children pretend to be shopkeepers, and the childminder helps them to decide how much things cost, and how much money they need to buy them. Children enjoy a wide range of craft activities and confidently handle tools. For example, they show concentration when filling plastic bottles with a range of different resources. This helps children to develop their hand-eye

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who attend. This is good

coordination and promotes their fine motor skills. However, opportunities for children to experiment by making marks and develop their early writing skills are not always readily available. Children develop an interest in books and reading. They enjoy choosing their favourite story and eagerly share this with the childminder and other children. As a result, children learn to handle books with respect. Parents are kept well informed about what their child does during the day. However, the childminder is less successful in gathering information from parents regarding their children's learning or achievements at home.

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good

The childminder builds strong relationships with both the children and their parents. She has a very good knowledge of the children's individual needs and preferences. The childminder encourages children to become independent and teaches them about keeping themselves safe. They learn how to use a wide range of equipment safely, for example, they skilfully use knives to cut their fruit for snack. They learn about leading healthy lifestyles and the importance of taking regular physical exercise. Children are encouraged to dress themselves, through activities such as putting on their own coats and shoes. Children's efforts and achievements are promptly recognised and frequently praised by the childminder. As a result, children show good levels of self-confidence and motivation.

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provision is good

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She has developed a range of policies and procedures, which underpin and reinforce her good practice. She carries out risk assessments of her home, which help her to promote children's safety and well-being. She accesses training to update her knowledge and skills. This benefits the children she cares for and strengthens her good teaching. She regularly attends meetings with other childminders and her local authority advisor, in order to share ideas and further improve her practice. Good partnerships have been established with local schools and, as a result, children's progress is effectively shared and supported.

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Setting details

Unique reference number EY358791 Local authority Northamptonshire Inspection number 857560 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 16 March 2012

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Telephone number

The childminder was registered in 2007 and lives near Towcester in Northamptonshire. She operates Monday to Friday, from 7am until 6.30pm all year round, except for family holidays and bank 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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