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 Good

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The provision is good

The childminder sets high expectations for children's development and supports them to gain the skills they need for their future learning. She helps to build their confidence to do things independently and to solve problems themselves. For example, older children show competency in their self-care skills and younger children feed themselves. The childminder promotes children's mathematical development well. She encourages children to count and recognise familiar shapes. Older children count confidently up to 20, and identify if items are 'bigger' or 'smaller'. They notice shapes in the environment, for example, they compare the dustpan to a 'triangle' shape.

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The provision is good

Children demonstrate they are happy and feel secure in the childminder's care. They develop strong attachments with her and her family. Children settle quickly and are confident to explore their environment. The childminder provides a wide range of toys and activities that motivate children's curiosity to play and learn. Children particularly enjoy engaging in play of their own choosing. They behave well and show positive attitudes to their learning. The childminder provides them with lots of praise and encouragement to help build their self-esteem. Children learn about being kind to their friends and how to share and take turns in their play.

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need to do better?

n The childminder plans a well-balanced curriculum that is based around children's interests. She is familiar with their prior learning experiences and provides interesting opportunities which build on these. For example, children enjoy trips on the bus and visits to the theatre to see their favourite story characters on the stage. n Children develop good hygiene practices and the childminder supports their understanding of healthy eating. For example, children know to wash their hands prior to eating, and they talk about how much they love watermelon and how this is good for their health. n The childminder places a strong focus on children's language and communication skills. She sings familiar songs with the children, and they are beginning to show an interest in books and reading. The childminder models language to support younger children's emerging communication skills. She encourages older children to use their words to share their thoughts and

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need to do better?

feelings. For example, they are beginning to recognise familiar letters and their sounds. n Younger children thoroughly enjoy exploring different textures. They concentrate as they fill and empty containers, and use spoons to scoop up the cereal. The childminder introduces children to new words to help describe the feel of the

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need to do better?

17 January 2020 cereal, such as 'crunchy'. However, the childminder is not always successful in maintaining the attention of the older children during planned activities with different ages. n The childminder provides regular opportunities for children to spend time outdoors. For example, they spend time playing in the childminder's garden and talk fondly about their visits to the local park. These activities help to develop their physical skills and provide them with opportunities to explore the local area. n The childminder talks to parents daily and keeps them informed about the progress their children are making. Parents speak highly of the childminder and the level of care and education she provides. They comment that she provides a 'home-from-home' environment for the children. n The childminder supports children who speak English as an additional language to acquire good English language skills. This helps children to communicate their

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need to do better?

needs and ideas effectively. However, children have fewer opportunities to see or use their home language in the setting. n Children develop positive social skills and show they are confident communicators. They demonstrate that they understand what is expected of them and respond well to instructions. For example, they are keen to help tidy up and use the dustpan and brush skilfully as they sweep the floor. Older children are excited to show visitors the photographs of them playing with their friends. They recall the names of the children and talk about the fun they had with them. n The childminder reflects effectively on her practice. She makes good use of evaluation to identify further opportunities to improve her skills. For example, she undertakes regular training to broaden her knowledge.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes regular safeguarding training. She reads local authority updates to ensure she is aware of any changes to policy or procedures. The childminder demonstrates a secure understanding of safeguarding issues, including risks associated with exposure to extreme views. She knows what action to take if she has concerns about the safety or welfare of a child in her care. The childminder regularly assesses her home and garden for potential risks or hazards. She keeps her home clean and tidy, and ensures that it is secure for children to play. The childminder implements appropriate procedures for dealing with accidents and injuries.

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should:

17 January 2020 n enhance teaching practice to promote older children's involvement in planned activities and further develop their listening skills n strengthen opportunities for children to recognise and use their home languages during play.

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Setting details

Unique reference number 221208 Local authority Northamptonshire Inspection number 10072606 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 1 to 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 22 February 2016

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Information about this early years setting

The childminder registered in 1995. She lives in Duston, Northampton. She operates all year round from 6.15am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a tour of the premises with the childminder and discussed how she organises her setting. n The inspector completed a joint observation of an activity with the childminder. n The inspector spoke to children during the inspection. She observed the quality of care and assessed the impact of the childminder's interactions on children's learning. n The inspector held a number of discussions with the childminder and looked at relevant documents, including evidence of the suitability of persons living in the household. n The inspector spoke to parents and took account of their views from documents provided by the childminder for the inspection.

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Inspection activities

17 January 2020 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

17 January 2020 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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