Childminder in North Northamptonshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children play well together in this warm and welcoming setting. They demonstrate that they are happy, confident and settled. For example, children who have recently joined the setting express their preferences readily. They confidently talk and laugh with their new friends. The childminder is attentive to the comments children make. She readily engages them in conversations. The childminder takes children out into the local community most mornings. This includes visits to stay- and-play groups and play dates with other childminders.

p.2

The provision is good

The childminder encourages children to help themselves to the wide variety of toys in her playroom. Children follow their own choices enthusiastically. The childminder identifies ambitious next steps in children's learning. She provides a range of activities to support different aspects of learning. For example, children learn how to copy circles and lines as they make marks in play dough. They strengthen their hand control as they use plastic knives and scissors to cut the dough.

p.2

The provision is good

Children play in a safe environment. The childminder uses her risk assessments effectively to minimise hazards. For example, she ensures children have no access to her pond. Children behave well. Younger children seek the childminder's help to solve their minor disagreements.

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need to do better?

n With support from her local authority adviser, the childminder has made many improvements since her previous inspection. She has developed her knowledge of how children learn and the areas of learning. She assesses children's skills precisely to identify their learning needs well. n During activities, the childminder focuses her attention well on those children who need more support to achieve the intended learning. However, at such times, she misses opportunities to further challenge those children who find tasks easier to complete. This means she does not always extend the learning for most-able children as well as possible. n The childminder uses conversations during routines, such as mealtimes, to help children recall previous experiences and learning. This helps her to identify if children remember what they have been taught. She uses this information to plan further support if needed. For example, children recall a previous canal boat

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need to do better?

trip. They remember the different waterway animals that they learned about. n The childminder purposefully supports children's speaking skills. For example, she helps younger children who find it harder to pronounce some sounds. These children benefit from the planned activities that strengthen the tongue movements needed for speech. The childminder reads to children each day. She teaches them new words that support all areas of their learning.

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need to do better?

19 September 2019 n The childminder works well with parents to help prepare children for school. She supports parents effectively to help their children to learn to use the toilet at home. She provides storybooks for parents to read to their children. Parents are very positive about the service the childminder provides. They comment that she has supported their children's speech particularly well. n The childminder carefully considers the uniqueness of the children in her care when she makes improvements to her provision. She has enhanced her wheeled resources outdoors. She encourages younger children to progress from scooting along on ride-on toys to using balance bikes. This has particularly helped those children who experience less outdoor play at home. They have acquired the skills to balance and steer. n The childminder has high expectations for children's behaviour. She encourages children to be independent, such as when they help to prepare their own snacks.

p.2

need to do better?

However, on some occasions, the childminder is too quick to tell or show children how to do something, instead of encouraging them to work it out for themselves. This does not fully support children to extend their thinking skills and persevere with tricky tasks. n The childminder teaches children how to manage their own personal hygiene well. Children eagerly step up to the sink and choose which colour soap they want to use to wash their hands. The childminder talks to them about why it is important to have clean hands before eating.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder regularly updates her safeguarding knowledge. She knows how to identify and report any child protection concerns. The childminder follows her policies and procedures to help keep children safe. For example, she seeks further information about any injuries children sustain when they are not in her care.

p.3

should:

n sharpen teaching skills so that every opportunity is made to extend the learning for most-able children to help them achieve the best possible outcomes n make the most of opportunities to encourage children to solve their own problems and persevere with tricky tasks.

p.3

Setting details

Unique reference number EY345090 Local authority Northamptonshire Inspection number 10078673 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 12 September 2018

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Information about this early years setting

The childminder registered in 2006 and lives in Irthlingborough, Northamptonshire. She operates her service according to demand, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3.

p.4

Inspection activities

n The inspector viewed the rooms that children use and discussed how the childminder organises and plans her provision. n The inspector sampled a range of documentation, including children's records, the childminder's paediatric first-aid certificate and evidence of the suitability of adults living on the premises. n The inspector observed the interactions between the childminder and children during activities and assessed the impact these have on children's learning. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector took account of the views of parents through information provided by the childminder.

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Inspection activities

19 September 2019 We carried out this inspection 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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Inspection activities

19 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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