Childminder EY442426

Inspection date

Previous inspection date 12 July 2016 8 July 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder and her assistant know individual children and their families well and work in partnership with parents. Children are happy and settled and form strong attachments with them. Children are offered lots of praise and encouragement for their efforts and achievements, helping to build their confidence and self-esteem.  Children are progressing well. The childminder is experienced and knowledgeable about how children learn and her teaching is good. She promotes children's learning through a combination of planned activities and a stimulating environment, where children are able to explore and make choices in their play.  The childminder places a high priority on promoting children's communication and supporting their literacy development. Her assistant has recently undertaken training to develop her knowledge in this area. They are both implementing interesting and stimulating activities to engage children's interest and develop their skills.

p.1

This provision is good

 The childminder has made suitable improvements to effectively organise her provision to meet the requirements and implement good practice. She evaluates the activities that she provides to identify the positive impact on children's learning and where improvements need to be made.

p.1

It is not yet outstanding because:

 The childminder does not consistently offer parents more-detailed guidance and information about how to build on their children's individual achievements and help promote learning at home.  The childminder does not always share precise information about children's learning and progress with the other settings children attend in order to promote a more unified approach across all aspects of children's lives.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 enhance the sharing of information with parents so that they receive more regular in- depth information regarding building on children's learning and development progress at home  strengthen arrangements for sharing information with other settings that children attend so that there is a more consistent and coordinated approach to supporting children's learning and development.

p.2

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 as well as a selection of policies and procedures, including safeguarding. She discussed risk assessments and the childminder's self-evaluation process.  The inspector carried out a joint evaluation of an activity with the childminder. She discussed children's learning and development, sampled their records and looked at the planning documentation.  The inspector took account of the views of parents spoken to on the day.

p.2

Effectiveness of the leadership and management is good

The childminder is qualified and knowledgeable about each child in her care. Together with her assistant she observes and monitors children's development and identifies their next steps to help them make good progress. The childminder works closely with her assistant, supervising her practice and supporting her professional development. The arrangements for safeguarding are effective. The childminder and her assistant are aware of the procedure to follow if they have concerns about a child's welfare and have both recently updated their knowledge through training. They maintain children's safety as they supervise them well. The childminder carries out thorough risk assessments of her home and when taking children on outings.

p.3

Quality of teaching, learning and assessment is good

The childminder and her assistant act as very effective role models. They get down to the children's level and explore resources alongside children, developing their confidence and inspiring their interest. Children experiment with manipulating malleable dough. They are supported to persevere in using age-appropriate tools, such as plastic scissors and rolling pins, to explore cutting and moulding the dough. Children create imaginatively and talk about making a worm and then a pig. The childminder and her assistant listen carefully as children talk and reinforce their communication by repeating key words and phrases. Children enjoy books and listen attentively to well-read stories. Their personal and emotional understanding are developing well as they recognise and discuss different emotions on activity cards. This helps children think and express their own feelings. Older children revisit this later, independently acting out the activity with the younger children.

p.3

Personal development, behaviour and welfare are good

Children respond very well to the childminder and her assistant's welcoming, affectionate and friendly nature. Children readily look to them for reassurance and seek them out to share their experiences. The adults instinctively react to children's care needs, promoting a good level of well-being. Children are developing a good understanding about how to keep themselves safe and healthy. The childminder and her assistant offer children gentle reminders about the boundaries in place for safety. Younger children are helped to recognise and manage risks that they encounter as they excitedly toddle around the childminder's garden. They develop their skills well on the variety of equipment available. The childminder and her assistant offer an attentive helping hand and reassuring words to help children tackle age-appropriate challenges. Children smile proudly as they conquer the big slide or successfully push themselves around on a trike, negotiating space well.

p.3

Outcomes for children are good

All children are making good progress and are working comfortably within the range of development typical for their age. They have built suitable relationships with their peers, the childminder and her assistant. Children learn independence skills and are happy at the setting. They show they can attend to tasks and concentrate on things that interest them. Children, including those who speak English as an additional language are acquiring the key skills they need for their future learning and their move on to school.

p.3

Setting details

Unique reference number EY442426 Local authority Northamptonshire Inspection number 1051155 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 12 Number of children on roll 9

p.4

Telephone number

The childminder was registered in 2012 and lives in Northampton. She regularly works with an assistant. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds an early years qualification at level 3.

p.4

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.

p.4

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.

p.4

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5