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 Not applicable

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The provision is good

Children feel safe and secure in the home-from-home setting. They are motivated to join in with their learning and engage with activities for sustained periods of time. For example, children use scoops to search in mud for carrots to feed toy pigs. They persevere at using the scoops, showing increased control over time. Children are delighted when they achieve their desired goal.

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The provision is good

Children have strong bonds with the childminder. She has high expectations of them and has a calm and friendly approach when dealing with any issues around sharing. The childminder explains and models to the children how to make sure everyone has a turn. Later, she reinforces sharing by asking children to share out farm animals with each other. When they wake up from nap time, children go to the childminder for cuddles until they are ready to play again. Children are encouraged to be independent. For example, they find and put on their coat and shoes before going out for a walk. Children use a stool in the bathroom to wash their hands at the sink before eating their lunch.

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The provision is good

Children access a range of resources and activities planned by the childminder that follow their interests. They are making good progress. The childminder has a secure understanding of children's individual next steps and how she plans to build on their existing knowledge.

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need to do better?

n The childminder recognises the experiences children have at home and broadens these. Children enjoy reading the story of 'Cave Baby' and talk about how dark the cave is. Later, children make their own cave using large boxes and torches, and observe the different shadows on the side of the box. n The childminder interacts with children well. She asks questions to extend their thinking, promoting their language development. A wide range of resources is provided for children to explore. However, they are not always given sufficient time to play independently before more resources are added. This means opportunities for children to consolidate what they have learned previously are sometimes missed. n The childminder provides opportunities for the children to take responsibility for their own learning. Children talk about beetroot they have grown in the garden and how they remembered to water the plant every day. They excitedly talk to

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need to do better?

younger children about pulling the beetroot up from the ground and tasting it. n Opportunities are provided for the children to develop their literacy skills. The childminder shares books with children on a daily basis. They snuggle up in the reading area with cushions and blankets and use puppets to help act out the story of 'Farmer Duck'. The childminder uses different voices for the characters

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need to do better?

3 February 2020 in the story to engage the children. Later, children choose to access books independently from the book case. The childminder praises them as they turn the pages of books carefully and point at the pictures. Children enjoy accessing a range of materials for mark making. They draw pictures using pencils and paper on clipboards. They talk to the childminder about what they have drawn and she praises their achievements. n Parents feel fully informed about their child's development. They know what their child's next steps are and activities they can do at home to support these. They comment how 'approachable' the childminder is and they feel able to discuss any concerns they have with her. n Children have access to the outdoors at all times. They kick footballs around the garden and run around, showing an awareness of space. They go for walks in the local area and visit the park. The childminder plans visits based on the

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need to do better?

children's interests. For example, children are curious about dinosaurs and visit a local dinosaur restaurant with the childminder to explore different foods. The childminder provides children with healthy meals and snacks throughout the day. This helps them to learn about developing a healthy lifestyle. n The childminder is passionate about furthering her knowledge and has attended a range of training. She has developed strong links with the local pre-school, school and another childminder in the area. The childminder discusses her practice with local professionals, sharing ideas and resources to support her continuous professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust understanding of safeguarding issues and knows how to report any concerns she may have. She updates her training regularly and is aware of wider safeguarding issues. The childminder has a safeguarding policy with relevant contact numbers in to access if needed. Keys for external doors are placed away from children's reach to ensure children are always kept safe. The childminder has a clear fire evacuation procedure in place and practises this regularly with the children. She checks the indoor and outdoor environments used by children daily to make sure they are safe to use.

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should:

n provide children with more time to explore activities independently to allow them to consolidate their learning.

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Setting details

Unique reference number EY545153 Local authority Northamptonshire Inspection number 10103149 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 11 Total number of places 6 Number of children on roll 19 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Kettering, Northamptonshire. She operates from 8am until 6pm on Monday, Tuesday and Wednesday. On Thursday she provides before-school care from 8am until 9am and after-school care from 3pm until 6pm. On Friday she provides before-school care only.

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Inspection activities

n The childminder showed the inspector the different areas of her home she uses for childminding and discussed how she organises the curriculum. n The inspector observed the childminder interacting with the children. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke to children during the inspection. n The inspector spoke to two parents during the inspection and also took account of the views of parents provided through written feedback provided. n The inspector reviewed relevant documentation and evidence of the suitability of persons living in the household.

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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

3 February 2020 3 February 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

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

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