Childminder 220951

Inspection date

Previous inspection date 29 September 2017 1 July 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children benefit from a balanced programme of activities that suit their stage of development. For example, toddlers are gaining the basic skills needed for future learning. All children make good progress in their learning and development.  Children develop close bonds with the caring childminder. They settle quickly and show they feel secure and happy in her care. The childminder is vigilant about children's physical needs. For example, she recognises the signs when babies are tired and encourages them to sleep.  The childminder works very well with parents to provide good continuity for children. She keeps them regularly informed of their children's experiences and new learning. She uses parents' preferred methods for communicating. For example, she shares daily videos of their childrens' play in her setting.  The childminder develops her knowledge through professional development opportunities, such as training and links with other childminders. She has recently

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This provision is good

improved her understanding of the importance of supporting babies' movement skills.

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It is not yet outstanding because:

 On occasion, the childminder misses opportunities to help young children gain an even better understanding of boundaries.  The childminder does not fully reflect on the impact of her practice on children's learning, to precisely identify where improvements can raise standards to the highest possible level.

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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

 provide even more support to help younger children begin to understand some boundaries  reflect more on the impact of her practice on children's learning, to help identify more specifically where improvements may help children reach the highest levels of achievement.

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Inspection activities

 The inspector observed activities and spoke to the childminder and children at appropriate times.  The inspector looked at a range of documentation and spoke to the childminder about how she evaluates the effectiveness of her provision.  The inspector observed the quality of teaching and with the childminder, jointly evaluated the effectiveness of her interactions with children.  The inspector checked the evidence of the childminder's training.  The inspector considered the views of parents spoken to on the day.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder uses her policies and procedures effectively to help protect children's welfare. She keeps up to date with general legislation changes to ensure she complies with requirements. The childminder has a good understanding of the reporting requirements for child protection concerns, including in the event of any allegations against herself or a family member. She considers parents' views in her self- evaluation. They are very positive about the quality of care their children receive.

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Quality of teaching, learning and assessment is good

The childminder works closely with parents to gather detailed information when children start, to help her quickly get to know the children and their needs. She is clearly aware of where they are in their development and takes account of this when planning their next steps. For example, she ensures babies have many opportunities to learn to feed themselves and learn first words. The childminder follows children's play, effectively supporting their ideas. For example, she makes suggestions, introduces toys and demonstrates how to use them. The childminder supplements her home provision with daily outings, including visits to playgroups. She ensures babies and toddlers have opportunities to explore using their senses. She supports children's early communication and physical skills well.

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Personal development, behaviour and welfare are good

The childminder organises her toys and resources well so children can help themselves. She provides a secure base from which babies feel confident to explore. She meets children needs in a way that makes them feel comfortable. For example, babies enjoy snuggling as they drink milk from a bottle. They are soothed to sleep and the childminder checks sleeping children regularly. She gently teaches children early self-care skills, such as washing their hands and faces after mealtimes. Overall, the childminder helps children to develop good social skills. Children regularly have opportunities to socialise and learn to play in a group. The childminder ensures all children have fresh air and exercise each day.

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Outcomes for children are good

Babies demonstrate they are emotionally secure, happy and confident. They develop good communication skills. For example, babies babble and copy sounds in response to the childminder enthusiastic comments. They join in songs and rhymes using gestures, showing they are enjoying their experiences. Children learn to be independent and they generally follow the childminder's expectations, such as when learning to help tidy away toys. Children are well prepared for the next stage in their learning and eventual move on to school.

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Setting details

Unique reference number 220951 Local authority Northamptonshire Inspection number 1063729 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 1999 and lives in Northampton. The childminder cares for children all year round, all day Monday to Friday.

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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 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 .

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Telephone number

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

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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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