Childminder EY100258

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 settle quickly and form strong attachments with the childminder. They demonstrate that they feel happy, safe and secure in her care. For example, they spontaneously go to her for cuddles and giggle as she interacts with them. The childminder encourages children to independently select toys and they enjoy engaging in play of their own choosing. She provides a home-from-home environment where children feel relaxed and display a strong sense of belonging.

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The provision is good

Children make good progress with their mathematical skills. The childminder models counting with younger children as they play. For example, she says 'one', 'two' and encourages them to say the next number. She supports children to recognise basic shapes, such as 'circle' and 'square'.

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The provision is good

The childminder has high expectations of what children can achieve. Children behave well and respond positively to the encouragement the childminder gives them. This helps to boost their self-esteem and build their confidence. Children show a keen interest in books and enjoy listening to stories, which helps to support their early literacy skills. The childminder has established good relationships with the local school and pre-school. This helps to ensure children's transitions are planned for and that relevant information is shared to support their continued care and learning.

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need to do better?

n Children are enthusiastic and they develop positive attitudes to their play and learning. For example, they enjoy posting small toys and show their excitement and pride as they lift the lid to find them. The childminder joins in with their games and makes learning enjoyable. n The childminder provides children with commentary on what they are doing as they play. For example, they roll a ball back and forth and she says, 'Ready, steady, go.' However, she does not always repeat words and phrases to help reinforce their emerging vocabulary. n Children are beginning to manage some of their personal needs independently. For example, at snack time, they make choices about what they want to eat and they feed themselves. Younger children squeal with excitement when they see their favourite fruit. The childminder encourages children to use their manners and to sit at the table when they eat. Children learn about healthy eating and

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need to do better?

develop good hygiene practices. n The childminder acts as a good role model and this helps to promote children's positive behaviour. She is calm and consistent in her approach and this helps children to understand what is expected of them. The childminder knows the children well and this helps her to support their individual needs.

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need to do better?

24 February 2020 n Children build with different-sized blocks and display their good coordination skills as they twist them around to fit. These activities help children to build strength in their hand muscles and also support their future learning, such as holding crayons. n Partnerships with parents are strong. Parents comment that their children are happy and have a great time in the care of the dedicated childminder. They say that their children particularly enjoy the outings she takes them on during the school holidays. n Children enjoy regular opportunities to take part in physical activity and enjoy spending time in the fresh air. For example, children go for walks with the childminder across the fields and experience seeing newborn lambs at a local farm. These experiences build on children's prior learning and help to broaden their understanding of the community in which they live. n The childminder observes and monitors children's progress. She regularly shares

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need to do better?

this information with parents to support children's learning at home. However, the childminder does not always identify children's next steps in learning precisely enough, to promote the best possible progress. n Children are keen to take part in activities that interest them. They relish the praise the childminder gives them and this encourages them to persevere. However, occasionally, the childminder does not plan activities as effectively as she could to maximise the learning and enjoyment of the younger children. n The childminder recognises the importance of gaining feedback from parents to help her to continue to develop her practice. She is committed to accessing training to broaden her knowledge and skills. For example, she would like to learn sign language to help support children's speech and communication development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a good knowledge of the possible signs and symptoms that a child may be at risk of harm or abuse. She is aware of the procedure to follow to report any concerns, and takes appropriate action to safeguard children in her care. The childminder ensures that she keeps her knowledge and skills up to date through undertaking regular training. She is aware of how to respond to and report wider safeguarding issues. The childminder keeps her home safe and secure, and supervises children appropriately. She implements effective policies and procedures that strengthen her good practice and help to keep children safe.

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should:

24 February 2020 n maximise opportunities to promote younger children's emerging speech when talking to them, to enhance their communication skills n strengthen the planning of adult-led activities to maximise the learning and enjoyment of the younger children n identify children's next steps in learning more precisely to help them make the best possible progress.

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Setting details

Unique reference number EY100258 Local authority Northamptonshire Inspection number 10073010 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 6 Total number of places 6 Number of children on roll 9 Date of previous inspection 28 July 2016

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Information about this early years setting

The childminder registered in 2002 and lives in the village of Yardley Gobion, Northamptonshire. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. She 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 and discussed with the childminder how she organises her setting. n The inspector completed a joint evaluation of an activity with the childminder and spoke to children during the inspection. 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 took account of the views of parents from documents provided by the childminder for the inspection.

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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

24 February 2020 24 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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