Childminder EY474789

Inspection date 1 October 2018 Previous inspection date 3 September 2014

p.1

This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

The provision is good

n The childminder provides many activities based on children's interests that engage them well. She uses her many outings to help promote children's understanding of the world. For instance, the childminder helps children learn about the animals they see and their local community. n The childminder uses her assessments, planning and observations to help ensure all children make good progress relative to their starting points. n The childminder manages children's behaviour very well. She sensitively matches her expectations for children's behaviour to their levels of development. n The childminder has established effective working relationships with parents that support good continuity of care for children. Parents have opportunities to discuss their children's progress and next steps. The childminder gives parents advice to help them support their children's development at home.

p.1

It is not yet outstanding because:

n The childminder does not target her professional development opportunities to gain a deep knowledge of how children learn to raise teaching to an outstanding level. n The childminder does not sharply focus her teaching on successfully raising children's speaking skills to the highest level.

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

n deepen knowledge about how children learn to help enhance good practice and fully support children to reach the very highest levels of achievement n focus teaching even more sharply on helping children to further develop their speaking skills.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder interacting with children and assessed the impact of teaching on children's learning. n The inspector completed a joint evaluation of an activity with the childminder and discussed self-evaluation. n The inspector looked at relevant documentation, including policies and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder updates her safeguarding knowledge regularly. She is alert to the signs that may indicate a child protection concern. The childminder knows the appropriate procedures to follow to report such a concern to the relevant authorities. Her policies and risk assessments help protect children's welfare. For example, she checks the equipment at the park to ensure it is in good working order before children may use it. The childminder carries out accurate self-evaluation. She regularly seeks parents' feedback to help her make well-planned and effective improvements. For example, she has increased outdoor learning opportunities for children who do not have access to a garden at home. She uses her discussions with other childminders to improve activities. Regular assessment checks help her identify any gaps in children's progress. Parents are very positive about the service she provides.

p.3

Quality of teaching, learning and assessment is good

The childminder is attentive to children as they play. She demonstrates toys for babies, helping them explore confidently and learn. For example, she helps them anticipate repeated sounds when buttons are pressed on battery powered toys. The childminder makes suggestions that help older children develop their thinking. She models early mathematical ideas, such as the names of simple shapes. The childminder sings rhymes that help children learn to count. She encourages children to use their imaginative skills as they play with the pretend kitchen and feeding dolls. As younger children begin to explore, the childminder supports their developing ideas and encourages their early walking skills.

p.3

Personal development, behaviour and welfare are good

Children show their strong attachments towards the childminder. Children readily involve her in their play, sit on her knee and seek cuddles when they need them. The childminder promotes children's healthy lifestyles. She ensures children play energetically outside each day. She teaches children to wash their hands before eating. Children develop their confidence and social skills as they play with larger groups of children, such as during play dates with other childminders.

p.3

Outcomes for children are good

Children are active and motivated learners. They demonstrate good coordination skills as they competently build tracks for their trains. Children are beginning to name colours and understand new words, such as tree bark. Children settle in quickly. This helps ensure those who have attended only for a short time gain new skills, such as standing and taking steps. All children develop a range of skills in preparation for their future learning and their eventual move on to school.

p.3

Setting details

Unique reference number EY474789 Local authority Northamptonshire Inspection number 10069659 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 4 Date of previous inspection 3 September 2014

p.4

Registers

The childminder registered in 2014 and lives in the Delapre area of Northampton. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Registers

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

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5