Childminder in West 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 Not applicable

p.1

The provision is good

Children are happy, confident and thoroughly enjoy their time in this welcoming and homely environment. The childminder spends a great deal of time getting to know the children and their families. This results in children settling in quickly and establishing strong attachments with her.

p.2

The provision is good

Children have plenty of opportunities to explore different outdoor environments and meet new people in the local area. They regularly visit local gardens, forest school, the local train stations, the library and go on nature trails. This helps to broaden children's understanding of the wider world and local community.

p.2

The provision is good

Children gain the skills that they need for their future learning. They use mathematical language during their play, as they count objects and recognise shape names. The childminder introduces mathematical concepts to children. While children use tweezers to transport small, coloured bears from one bowl to another, the childminder asks them to predict 'how many more' or 'less' they will have.

p.2

The provision is good

Children learn how to identify their names from a young age. The childminder knows what is expected of children when they start school. She supports their independence well. Children learn to dress, eat and manage their personal care themselves. Children's behaviour is good.

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need to do better?

n The childminder uses her experience and knowledge of children well to create an exciting curriculum that meets their needs. She has clear aims for what she wants children to learn. For example, she knows when children need quieter days just to play and explore indoors. She also knows when they need to be more active and go out to play and engage with other children. Children enjoy the childminder's input and her commentary about what they are doing as they play. n Children learn good manners, and how to communicate positively and effectively, from the childminder, who is a good role model to them. For example, they say 'please' and 'thank you', often without a prompt, and treat toys with care and respect. n The childminder uses the settling-in process to gain a good understanding of children's routines. She finds out what children know and can do and plans challenging experiences to move children forward in their learning.

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need to do better?

n The childminder uses her ongoing observations to understand children's level of achievement, interests and learning styles. She incorporates their next steps of learning into her planning. This has a positive impact on developing children's knowledge and skills across the prime and specific areas of learning.

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need to do better?

5 December 2019 n Parents comment very positively about the care and learning opportunities provided. The childminder develops good relationships with parents and other early years settings that children also attend. She has daily discussions with the parents to ensure children have consistency in their learning. n The childminder is passionate and committed to her role. She seeks parents' and children's views to strengthen her service and uses self-evaluation to reflect on her provision. n Children are supervised well and learn about keeping themselves safe. For instance, children are taught about road safety and learn how to use tools such as scissors safely. n The childminder is effective at supporting children's early communication and language skills. She consistently models clear language when talking to the children. However, at times, the childminder does not allow children consistent opportunities to follow their own ideas, share their thoughts or respond to the

p.2

need to do better?

questions that she asks. n The childminder demonstrates a commitment to developing her professional knowledge to continue to raise outcomes for children. She undertakes a range of training and develops effective relationships with other professionals. For example, she discusses good-practice ideas and compares teaching techniques with other childminders and practitioners at the local pre-school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities in relation to child protection issues very well. She attends regular safeguarding training to keep her knowledge updated and knows how to report any child welfare concerns to the relevant professionals. For example, the childminder has broadened her understanding of wider safeguarding issues such as protecting children from extreme views and behaviours. The childminder understands the need to report any such concerns and has clear procedures to do so. This includes any allegations that are made against her or a household member. The childminder implements a range of policies, documents and records that help to safeguard children.

p.3

should:

n extend opportunities for children to think, respond and share their own knowledge and ideas to further support their learning.

p.3

Setting details

Unique reference number EY552733 Local authority Northamptonshire Inspection number 10130916 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 to 7 Total number of places 6 Number of children on roll 14 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Middleton Cheney. She operates all year round from 7.30am until 6pm, Monday to Thursday, except for family holidays.

p.4

Inspection activities

n The inspector carried out a learning walk to discuss the childminder's curriculum. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning and personal development. n A sample of documentation was viewed by the inspector, including safeguarding policies and procedures. n The inspector discussed with the childminder how she evaluates her provision to bring about improvements and viewed parent feedback.

p.4

Inspection activities

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

5 December 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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