Childminder EY479399

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

Children are confident and curious in their play in this setting. They are eager to talk with visitors and keen to know who they are and why they are visiting. Children make choices and quickly settle to activities. They enjoy choosing what to draw with, selecting colours and making lines and circles all over the paper. They are enthusiastic with their explanations, for example, 'It's a T rex, it's very scary and it is the longest longest T rex.' Children respond enthusiastically to challenges set by the childminder. They persevere with cutting the raw vegetables in the home corner and work out that a metal knife is better for cutting than a plastic knife.

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The provision is good

Children love caring for the pet tortoise. They like to take turns holding it and are fascinated by how it moves it's head in and out of the shell. Children behave well. They listen to the childminder's calm explanations and agree to share resources, such as the telephones. Children are safe in this setting. They know where they are allowed to go and are starting to take responsibility for their own safety. For example, they take care with opening and closing the door of the playhouse outside, so as not to hurt their friend.

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need to do better?

n The childminder makes sure that the children are exposed to a wide range of experiences that broaden their learning. They love visiting the local country park and making bird-feeder kebabs as they find out about the natural world. Children enjoy visiting the farm park. They can recall the different animals they have met and talk about where their food comes from. n The children are familiar with other people and different communities. The childminder teaches them about different festivals and celebrations as well as their own. The children are also learning about respecting each other and their differences, through the books they share. n The childminder makes accurate assessments of the children's development. She uses the information well to ensure she provides activities that cover all the areas of development. Children play imaginatively with the fire engines pretending to put out fires. They enjoy listening to, and engage well with,

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need to do better?

stories. However, they have less experience of using technology and finding out how things work. n The childminder promotes early mathematical skills well. Children happily count objects and are beginning to recognise some numerals. They talk about quantity, such as 'enough' and 'some more', when they sort out the vegetables and pretend to make dinner. n Children are confident talkers. Older children use sentences to describe their paintings. Younger children can put three or more words together to describe

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need to do better?

23 January 2020 what they are doing. For example, they say, 'here you are, here apple,' when including adults in their game. The childminder is good at helping children to acquire new language. Children who may speak English as an additional language are well supported. She models new words, repeats phrases back to the children and gives explanations. However, occasionally, her explanations or instructions are too long for the younger children to follow. She does not always give children time to think and answer her questions. n The childminder has manageable systems in place which help her to meet legal requirements. She regularly evaluates what she is doing. She is well aware of her strengths and identifies areas for improvement. She is good at accessing information and online training in childcare practice. She weaves this into her planning and provision for the children. n The childminder builds close relationships with the children. They approach the

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need to do better?

childminder spontaneously for a hug before moving off to do other things. They are confident and well settled and becoming increasingly independent. They know how to wash their hands and persevere with putting on their boots and coats by themselves. n The childminder works well in partnership with parents. She makes sure that they can share in their child's learning and contribute their own observations. The childminder agrees with parents what children need to learn next so parents can follow the same strategies at home. Parents speak highly of her care for their children. They really appreciate her help and advice.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the procedures for protecting children. She recognises signs and changes to behaviour that may indicate abuse. She is confident in knowing how to record and report her concerns. She is also knowledgeable about how to prevent situations worsening by seeking help early on. The childminder knows about her local community. She is vigilant and knows who to report to if children were to be influenced by radical or extreme behaviour. The childminder ensures that her home is secure and children are kept safe from unwanted visitors.

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should:

n provide more access to technology and help children learn about how things work n give children more time to process information from explanations and formulate their own answers to questions.

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Setting details

Unique reference number EY479399 Local authority Northamptonshire Inspection number 10076150 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 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 22 February 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in Northampton. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She supports children who speak English as an additional language.

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Inspection activities

n The inspector observed the quality of education during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children during the inspection. n The inspector looked at relevant documentation. n The inspector considered the views of parents from their letters.

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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

23 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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