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

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The provision is good

Children enjoy their time in the homely environment. They experience high levels of continuity in their learning between their home and the childminder's care. This helps children to engage in their play confidently. For example, children enthusiastically continue play with dolls that they have started at home. They pretend to have the same job as their parents, looking after babies. The childminder skilfully helps children to use what they have learned at home in their imaginative play.

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The provision is good

The childminder demonstrates ambitious expectations for children's language skills. Children learn new words such as 'stethoscope' and 'pager'. Children who are less confident speakers learn to communicate well.

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The provision is good

Notably, children have many opportunities to develop their independence in the childminder's care. They help prepare their own meals. Children choose when they want mealtimes. They help to plan their own outings. The playroom is set up so that children can easily help themselves to the range of resources on offer. Children are developing a sense of right and wrong. They follow the childminder's instructions well.

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The provision is good

Children demonstrate that they are happy. They laugh freely as they dance along to their chosen songs. Children show they feel safe. They follow the childminder's safety advice, such as clearing away obstacles from the floor.

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need to do better?

n The childminder provides children with experiences that they do not always receive at home. She establishes that some children have limited opportunities to socialise with unfamiliar children. During their visits to play groups, the childminder helps them to gain confidence and welcome less familiar children into their play. Children play with others who come from different backgrounds and speak other languages. They are gaining skills to support their life in modern Britain. n The childminder gets to know children and their capabilities well. She uses this information to identify what children need to learn next across all areas of learning. Children are developing the skills they need for school. The childminder helps children to achieve their next steps in literacy. Children learn to identify the words that rhyme within stories. Children make strong progress in their use of shape and measure. However, the childminder does not make the most of

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need to do better?

opportunities to extend children's existing number skills. During some activities, children easily count a number of objects and quickly identify written numerals. At such times she misses opportunities to help them to extend these skills.

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need to do better?

16 January 2020 n The childminder works closely with parents to help children to learn to use the toilet independently. She sensitively considers families' preferred ways of supporting their children, while providing professional guidance. This shared approach is particularly effective in helping those children who are more reluctant to move on from wearing nappies. n The childminder has developed her knowledge of how children learn. She uses this information well to help children to remember new information. The childminder chooses stories to share with children that reflect their most recent learning. For example, children enjoy their pretend play with toy medical equipment and learn new words. Later, when reading a story, the childminder encourages them to practise the new words they have learned with accuracy. n Children enjoy healthy and nutritious food. The childminder makes sure that children have lots of opportunities to be physically active indoors and outdoors.

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need to do better?

n The childminder is calm and patient with children. Children are learning to share and take turns with toys. However, the childminder misses opportunities to help children deepen their relationships with their friends. She does not fully help children to consider the effect that their actions have on others. n The childminder works well in partnership with other early years settings that children also attend. For example, she shares information about their learning and what they need to learn next. This contributes to consistency in the support for children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her safeguarding knowledge updated regularly through training and discussions with other professionals. She also keeps her first-aid qualification updated. This helps to support her in keeping children safe. The childminder can identify signs and symptoms which may indicate that a child is at risk of harm. She is confident in the procedure to follow to report a child protection concern. The childminder uses her risk assessments to identify and minimise potential hazards to children. Ongoing information-sharing with other professionals and parents helps her to promote children's welfare.

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should:

n help children to develop the highest levels of respect for other children and to consider the effect their behaviour may have on their friends n make the most of opportunities to help children to build on their existing number-recognition and counting skills.

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Setting details

Unique reference number EY548054 Local authority Northamptonshire Inspection number 10108365 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 3 to 8 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Northampton. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder viewed the areas used by children. n Throughout the inspection, the childminder outlined her approach to the inspector for caring for children and supporting their ongoing learning and development. 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 held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and other household members and looked at relevant documentation. n The inspector took account of the views of parents from information provided by the childminder.

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Inspection activities

16 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

16 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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