Childminder in West Northamptonshire

Inspection date 31 October 2018 Previous inspection date 14 May 2018

p.1

This inspection: Good 2

Previous inspection: Inadequate 4 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 Since the last inspection the childminder has successfully addressed the actions raised. This results in significant improvements to her practice, particularly around observation, assessment and planning and risk assessments. n Children clearly demonstrate that they feel safe and a sense of belonging in the childminder's home. They enjoy her company, they are familiar with the daily routines and they know where to find toys and books. n Parents make positive and complimentary comments about the childminder. They say that she works closely with them on issues, such as weaning and toilet training. They like the effective communication and the detailed information the childminder provides for them each day about their child's activities and care routines. n Children's behaviour is very good. They listen to her and learn about the expectations from the childminder's gentle and consistent approach.

p.1

It is not yet outstanding because:

n Occasionally during activities, children do not have time to fully explore and be curious about the resources before the childminder adds more items. n The childminder does not make the most of opportunities for children to talk about past and present events and consider similarities and differences between themselves and others.

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 focus more precisely on ensuring children have time to experiment and play with the resources before adding more n extend the opportunities for children to talk about past events in their own lives and the lives of others.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this had on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke with the children during the inspection. n The inspector spoke to one parent during the inspection and she also 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 demonstrates a secure awareness of how to keep children safe and protect their welfare. She keeps her knowledge of child protection up to date. The childminder keeps children under close supervision as they play. She helps them to learn about how to keep themselves safe through discussion and explanation about the possible risks in their chosen activity. For example, when they use ride-on toys and brooms to sweep up in the garden. The childminder continues to reflect on her service and is committed to extending her knowledge. She has made effective reviews on all her policies and procedures to ensure these underpin her day-to-day activity.

p.3

Quality of teaching, learning and assessment is good

Teaching is good. Children thoroughly enjoy the childminder's positive and encouraging interaction in their play. She carefully plans activities that are linked to children's current interests and identified next steps in learning. She is successful in differentiating her involvement for children of different ages and abilities. For example, children explore a range of different materials with toy animals. Older children enjoy threading small items and younger children bury the animals. The childminder talks to them about what they are doing, using descriptive words that helps extend children's vocabulary. She successfully incorporates mathematics as they comment on the different sizes and freely count as they play. Children are interested in the activities. They persist at things they find challenging because the childminder successfully uses information from observations and assessments to plan further activities that build on what children already know.

p.3

Personal development, behaviour and welfare are good

Children develop a secure emotional attachment to the childminder. They are very confident in her home, they approach her for cuddles and to read stories. The childminder follows a clear and consistent approach and she successfully soothes children who are upset. Strong partnerships with parents results in children having their individual needs met. Children's awareness of healthy lifestyles is promoted well. The childminder provides healthy snacks and daily outdoor activities.

p.3

Outcomes for children are good

Children make good progress from their individual starting points. They are learning skills that help prepare them for starting school. Children are encouraged to be independent in their self-care and they attempt to put their jackets on before playing outside. Children develop friendships and show concern for their friends when they have a small accident. They show respect to one another and recognise individuality.

p.3

Setting details

Unique reference number EY266757 Local authority Northamptonshire Inspection number 10079496 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 - 11 Total number of places 6 Number of children on roll 0 Date of previous inspection 14 May 2018

p.4

Registers

The childminder registered in 2003 and lives in Woodford Halse. She operates all year round from 7.30m until 6pm, 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