Barber, Coreen

Inspection date

Previous inspection date 24 August 2015 9 May 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 observes and assesses children's levels of achievement and plans effectively for the next stages in their learning. Children make good progress.  Children confidently make decisions about the activities that they want to play with. There is a good balance of independent play and play that is supported well by the childminder.  Children are emotionally secure in the childminder's care. A gradual settling-in period is agreed with parents in accordance with their child's social and emotional development.  Children make good progress in their physical development. Children's manipulative skills are very good. The childminder provides a wide range of resources that challenge them effectively.  The childminder assesses and minimises risks successfully. She is aware of the local safeguarding procedures and her responsibilities to protect children from abuse and neglect.  Children's language development is supported well by the childminder. They enjoy

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This provision is good

chatting with her and express themselves clearly and confidently.  The records, policies and procedures that are required to ensure that the needs of all children are met are well maintained and effectively implemented.

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It is not yet outstanding because:

 The childminder does not consistently extend children's mathematical development. She does not always encourage them to count with objects or compare amounts in small groups of items.  The process of self-evaluation is not fully effective with regards to using the views of parents to help identify strengths and priorities for improvement.

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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

 extend opportunities for young children to develop their mathematical skills in counting out a small number of objects and comparing quantities  strengthen the self-evaluation procedures to make greater use of the views of parents to help identify priorities for improvements that have a positive impact on children.

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Inspection activities

 The inspector observed activities in the indoor and outdoor play areas.  The inspector observed a planned activity and discussed teaching methods with the childminder.  The inspector looked at evidence of the childminder's qualifications and training and the suitability of all adults living or working in the household.  The inspector looked at a selection of children's assessment records and planning, policies and procedures and a range of other documentation.  The inspector spoke with the childminder, the childminder's assistant and children at appropriate times throughout the inspection.

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who attend. This is good

The childminder supports children effectively so that they develop skills in readiness for school. They enjoy playing board games and their knowledge of shapes and colours is reinforced well while they play a lotto game. Children readily take turns. They are able to name the shapes that show on a dice and they then select a card and match it to the corresponding shape on their boards. Children's manipulative skills are very good. They enjoy threading activities. The childminder is challenging them to progress from playing with discs and cotton reels to developing a sewing action with use of coloured string and templates. Children confidently ask if they need to match the colour of the string to their chosen template. They carefully push and then pull the string through very small holes. Children use some mathematical language, for example, as they ask if they can use two strings at the same time. However, while the childminder supports these activities well,

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who attend. This is good

children's mathematical learning is not always extended. For example, during the lotto game, children are not asked to count how many shapes they have covered on their board and compare this to how many remain. Children's pencil control is developing well and they are able to create recognisable pictures and marks. They explore a wide range of media and materials and choose from a good variety of role-play resources.

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good

The childminder's relationships with children are good and she provides a welcoming and child-focused environment. Children are happy, sociable and confident. Their good health is promoted well. The outdoor area is used for play activities and children are physically active at the park. Children develop skills and confidence as they climb and play on ride-on toys. The childminder closely supervises while encouraging children to make decisions and manage some risks for themselves. When they are out walking, the childminder teaches children how to cross the road safely. Parents provide meals and the childminder provides healthy snacks. She uses her knowledge of good food hygiene practice to protect children's health. Children's independence is supported well and they competently manage their self-care needs. Children behave well. They play cooperatively and the childminder boosts their self-confidence by praising positive behaviour.

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provision is good

The childminder and her assistant are aware of their responsibilities to supervise children and to protect them from harm. Suitability checks for all adults who live or work on the premises have been completed. Children's welfare is addressed well. The childminder and her assistant keep their knowledge of child protection and first aid up to date. The childminder works effectively with parents to ensure that children's individual learning and care needs are met well. However, the views of parents are not routinely considered as part of the reviewing process by the childminder, co-childminder and the assistant. The childminder identifies that her current priority is to bring her knowledge of supporting children with special educational needs and/or disabilities up to date.

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Setting details

Unique reference number EY394690 Local authority Northamptonshire Inspection number 859636 Type of provision Childminder Registration category Childminder Age range of children 0 - 14 Total number of places 12 Number of children on roll 18

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Telephone number

The childminder was registered in 2009. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder occasionally works with her husband who is also a registered childminder. She sometimes works with an assistant during before and after school hours. All adults hold early years qualifications at level 3. The childminder and her husband also hold playwork qualifications at level 3. The childminder provides funded early education for two-, three- and four-year- old children.

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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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