Fraser, Tracy Diane

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 show that they are happy in the childminder's attentive care. They eagerly involve her in their play. Children choose from the wide range of resources in the playroom. They follow their own ideas about what they would like to play with. Children demonstrate they feel safe. They listen to the childminder's advice that helps to prevent accidents. For example, they move away from the edge of the sofa to sit more safely. Children learn to behave well. They learn to listen to others and share. Children consider the thought-provoking questions that the childminder asks them. They often use the word 'because' to help to explain their ideas. For example, a child comments that a character in a book 'is strong because he is lifting a big rock'. Children are making good progress in their communication and language development because the childminder's support for their communication skills is very effective. The childminder has high expectations of what children can

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The provision is good

achieve. As a result, children become enthusiastic talkers. They enjoy playing with language. Younger children playfully sound out parts of words. They copy the rich vocabulary that the childminder introduces into their play. Children join in with known phrases from stories that the childminder reads to them. There is a constant flow of lively talk between the children and the childminder.

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need to do better?

n The childminder gets to know children and their families well. This helps her to identify any areas where children would benefit from experiences to enrich their lives. For example, she identifies that some children have few opportunities to broaden their knowledge and experience of the world that they live in. The childminder successfully helps these children to gain first-hand experience of the natural world and places of interest in the local community. n The childminder provides a broad and balanced curriculum. She uses her assessment of children's learning to identify what they need to learn next. She plans activities that help children to build on their existing knowledge and skills. That said, the childminder does not always use her understanding of children's individual learning preferences to further extend their interest. For example, during a drawing activity she does not make the most of opportunities to fully

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need to do better?

engage those children who are reluctant to make marks. n Overall, the childminder works well with parents. She suggests activities that help parents to continue their children's learning at home. For example, they share information about the children's favourite reading books. The childminder works with parents to close gaps in their children's speaking skills. She keeps them informed about their children's learning through her ongoing discussions. The childminder completes the required progress check for children between the ages of two and three years. She shares the written summary with parents. The checks clearly identify any areas where children would benefit from additional

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need to do better?

18 February 2020 support. However, the summary does not always provide fully detailed information on all aspects of children's learning in the prime areas. n The childminder supports children's physical health well. She teaches children how to stay safe, such as when climbing slides. Children explain that they have to wait for the childminder to be next to them before they can climb. The childminder provides healthy snacks and ensures children play energetically outside each day. n The childminder is kind and patient in her interactions with children. Children enjoy cuddles and there is a genuine warmth in their relationships with her. The childminder praises children for their efforts. Children listen well and they take pride in their achievements. n The childminder develops her professional knowledge and skills. She has used knowledge gained in training to help children to strengthen their thinking skills.

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need to do better?

The childminder has improved her questioning techniques to help children to build on their ideas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that may indicate a child protection concern. She is aware of the reporting procedures to follow in the event of any such concern. She updates her safeguarding knowledge regularly. The childminder researches new ideas and safeguarding terminology that she comes across. This helps her to stay alert to any safeguarding issues. The childminder risk assesses her home to help to ensure children play in a safe environment. She is hygienic in her practice. For example, she washes her hands before preparing food and she ensures that her home is clean, warm and uncluttered.

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should:

n support children who may be more reluctant to explore some types of play to engage further n provide detailed information on all aspects of children's learning in the prime areas when completing the required progress check for children between the ages of two and three years.

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Setting details

Unique reference number EY395286 Local authority Northamptonshire Inspection number 10071756 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 12 Total number of places 6 Number of children on roll 3 Date of previous inspection 8 December 2015

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Information about this early years setting

The childminder registered in 2009. She lives in Corby, Northamptonshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3.

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Inspection activities

n The inspector had a tour of the areas of the premises that children use and discussed the provision. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held ongoing discussions with the childminder and looked at learning records for children. n The inspector reviewed relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

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Inspection activities

18 February 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

18 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

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