Childminder EY542946

Inspection date 22 July 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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

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This provision is good

n The childminder uses good teaching skills that help to promote children's learning. This contributes towards the good progress that children make. Children thrive as they immerse themselves in the exciting activities and experiences that the childminder provides for them. n Children's learning in language and communication is well promoted. They engage in complex conversations and communicate with growing confidence. The childminder actively encourages children to use questioning to extend their understanding. Children use words like 'cocoon' to describe where butterflies hatch from. n The childminder monitors children's achievements. This helps her to recognise any emerging gaps in their development. However, she does not always sharply focus children's next steps in learning to help raise their progress to the highest level. n Children behave well. The childminder acts as a positive role model and supports

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This provision is good

children to learn good manners. She provides them with consistent praise and encouragement. This helps children to build their confidence and boosts their self- esteem. n Partnerships with parents are strong. The childminder promotes a shared approach to children's learning. She regularly shares information with parents to support children's ongoing progress. Parents comment positively about the provision. They state that their children are eager to attend and enjoy the activities the childminder provides for them. n The childminder reflects on the effectiveness of her practice. She actively seeks the views of parents and children to help her set targets for further development. For example, she has created more natural play opportunities to support babies' sensory exploration.

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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

n focus more precisely on identifying exactly what children need to do next in their learning to accelerate their progress to the highest level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector had a tour of the premises with the childminder. n The inspector completed a joint evaluation of an activity with the childminder and spoke with children during the inspection. 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 took account of the views of parents from feedback provided by the childminder for the inspection.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of how to keep children safe and protect them from harm. She ensures that the environment is secure and completes daily checks to reduce any hazards. The childminder is aware of the duty to prevent children from being drawn into situations that may put them at risk of harm. She knows how to identify and report any potential children protection concerns. The childminder is well qualified. She undertakes ongoing training and engages in reading and research to broaden her knowledge and keep her skills up to date. The childminder has developed partnerships with other settings the children attend. This collaborative approach helps to ensures that children are provided with consistency in their care and education.

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Quality of teaching, learning and assessment is good

The childminder weaves mathematical language and concepts throughout children's play. For example, when the children play with water she uses words such as 'full', 'empty', 'heavy' and 'light'. This helps to reinforce children's mathematical understanding. Children of different ages interact and play well together. They display high levels of involvement in their play and enjoy following their own play ideas. Children problem solve and make predictions about what will happen next. For example, after making marks on the chalk board they consider how they can remove them. They ask the childminder for cloths and then decide they need to make them wet. Children describe how the board turns black when it is wet and grey when it dries.

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Personal development, behaviour and welfare are good

The childminder supports children's emotional development well. She is attentive to the children's individual needs and they respond well to her calm approach. This helps children to settle in quickly and they develop strong bonds with the childminder. Children thoroughly enjoy spending time outdoors in the childminder's garden. They learn about taking care of the pet chickens and excite in checking to see if they have laid any eggs. Children take turns to operate the hose pipe and eagerly fill containers with water for their pretend car wash. They squeal with delight as the water splashes over them. Children practise their physical skills as they climb, run, hop and skip. The childminder joins in with children's play and her enthusiasm helps to enhance their learning.

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Outcomes for children are good

Children demonstrate a positive approach to their play and learning. They listen attentively as the childminder reads their favourite stories and show a real love and awe for books. Children use their imagination to make up their own rhymes and songs. They display delight as they dance and sing around the childminder's garden. Children are happy, confident and become independent learners. They count spontaneously as they play and are beginning to recognise familiar shapes and letters. For example, they make comparisons between a circle shape and the letter 'O'. Children are well prepared for their next stage in learning and for their move on to nursery or school.

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Setting details

Unique reference number EY542946 Local authority Northamptonshire Inspection number 10095145 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 4 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Woodford Halse, Daventry. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and planned family holidays. The childminder has qualified teacher status.

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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.

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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.

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Registers

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Registers

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Registers

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Registers

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

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