Childminder in West Northamptonshire

Inspection date

Previous inspection date 5 August 2015 13 November 2008

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Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Requires improvement The contribution of the early years provision to the well-being of children Requires improvement The effectiveness of the leadership and management of the early years provision Requires improvement The setting does not meet legal requirements for early years settings

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This provision requires improvement. It is not yet good because:

 The childminder does not always use the information obtained from observations to plan meaningful and challenging learning experiences for individual children. Consequently, children are not consistently motivated to engage in purposeful play and are not effectively supported to make the best possible progress.  Partnerships with parents and other providers are not sufficiently developed to fully promote the two-way sharing of information about children's learning, or to ensure consistency when a child attends an additional setting.  The childminder does not gather enough detailed information from parents about what their children like and can do prior to them starting.  The childminder's self-evaluation procedures lack rigour.

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It has the following strengths

 Children demonstrate a good understanding of how to keep themselves safe in the event of a fire. They explain that they will raise the alarm by shouting as loud as they can, 'Get out of the childminder's house'.  The childminder fully understands her role and responsibility to safeguard children. She ensures that all areas that children access are regularly checked to minimise any hazards. The childminder has a satisfactory knowledge of the procedures to follow, should she have any concerns about the welfare of children in her care.  Children form appropriate bonds with the childminder. They demonstrate that they are happy and feel secure in her home.  The childminder supports children to learn what appropriate behaviour is, by giving consistent praise and encouragement for their achievements.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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What the setting needs to do to improve further

 make better use of observations to plan purposeful and challenging activities that are precisely matched to children's individual learning needs so that they make the best possible progress  establish an effective two-way flow of information with parents and other providers to promote consistency and continuity in children's learning and development, both at home and at other early years settings they may additionally attend.

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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

 develop the information gathered from parents when children first start, to establish a clear picture of their starting points and use this to plan meaningful learning experiences to complement their learning at home  implement methods for reviewing and monitoring practice, so that areas of weakness are quickly identified and action is taken to address these, in order to continually improve practice.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector spoke with the childminder and children during the inspection.  The inspector conducted a joint observation with the childminder.  The inspector looked at a selection of policies, procedures and children's records.  The inspector checked evidence of the suitability and qualifications of the childminder and evidence to confirm the suitability of all adults living on the premises.  The inspector took account of parent's opinions through written feedback provided by the childminder.

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who attend. This requires improvement

The quality of teaching is variable. The childminder has an adequate understanding of the learning and development requirements. However, this is not sufficiently developed to enable her to effectively plan purposeful activities to challenge children and promote their good progress. Therefore, children spend a lot of time finding toys and resources to keep themselves occupied. Children use their imaginations well and demonstrate some awareness of the world in which they live. They pretend to cook sausages with sauce and collect a range of plastic plates to take on a pretend picnic. Children hold hands as they walk into the hallway to set out their feast. Children enjoy taking part in creative activities. They confidently use paintbrushes to paint pictures of snakes and dragons and talk with one another about their creations. The childminder speaks with parents on a daily basis and shares general information. However, systems to regularly involve parents in their

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who attend. This requires improvement

child's learning and share relevant information with other providers are not yet in place. This does not fully support continuity of learning for children. Nevertheless, children do develop adequate skills required to prepare them for school.

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requires improvement

The childminder gathers some basic information from parents prior to their child starting. However, this does not yet include what children like and can do at home. Therefore, the childminder is unable to identify clear starting points or plan activities that complement the learning taking place at home. Children have regular access to the outdoors. The childminder plans walks into the local community, where children visit shops, libraries and local parks. Children enjoy running freely, climbing on frames and kicking balls. The childminder supports children to become independent in their personal care needs. She encourages children to wash their hands after craft activities and before mealtimes. Children are supported adequately during times of change, such as moving on to school. The childminder shares books about starting school with children. She answers questions asked by children and encourages them to talk about how they feel.

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provision requires improvement

The qualified childminder has a satisfactory knowledge of the safeguarding and welfare requirements. She attends some training workshops, which updates her awareness of how to keep children safe. However, the childminder has a weaker understanding of the learning and development requirements, which affects children's ongoing progress. The childminder adequately monitors children's learning and development. However, she does not always use her knowledge of child development to plan activities based on children's individual needs. The childminder does not yet evaluate her practice effectively. She is unable to identify areas of weakness in her practice due to her lack of understanding of the learning and development requirements. Parents' written feedback states they are very happy with the childminder, her flexibility and the activities she provides for their children.

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Setting details

Unique reference number 220342 Local authority Northamptonshire Inspection number 864237 Type of provision Childminder Registration category Childminder Age range of children 0 - 13 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 13 November 2008

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Telephone number

The childminder was registered in 1998 and lives in Abington, Northampton. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. The childminder supports a number of children who speak English as an additional language and children with special educational needs and/or disabilities.

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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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