Templeman, Katy Jane

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

p.1

The provision is good

Children greet visitors with a smile when they arrive. They are calm and relaxed and move confidently around the childminder's home. Children are keen to share their learning with others. For example, with encouragement from the childminder, they show visitors binoculars they use to spot birds in the garden. Children look at posters with different pictures of birds. They are supported by the childminder to recognise and name birds they have seen. Children feel safe and secure as the childminder knows them very well and responds to their needs.

p.2

The provision is good

Children are developing their independence skills well. They put their shoes on by themselves before going outside. Children pour water accurately into cups when they need a drink. They help to tidy up play dough before going into the garden. The childminder has high expectations of what children can do. Children behave well and listen carefully to the childminder. They show a positive attitude to learning.

p.2

The provision is good

Children are encouraged to make choices. They recognise when they are hungry and ask for their lunch. At lunchtime, children sit with the childminder and share books to extend their learning. For example, interesting conversations take place about the differences between butterflies and moths. Children show interest in activities for a sustained period.

p.2

need to do better?

n The childminder finds out about the experiences children have at home. She creates opportunities to broaden their knowledge. For example, children learn about different countries. They share photos of countries they have visited and compare homes and clothing from this country to others. n Children enjoy accessing a wide range of books to support their learning. For example, they look at books about life cycles. They visit the local library to borrow books about frogs. This helps children to develop a love of books and reading. n Parents are very positive about the care the childminder provides. They feel well informed about their children's next steps. The childminder suggests activities they can do at home to help. Parents would recommend the childminder to other parents. Where children attend other settings, the childminder ensures she communicates with them regularly to support children's learning. Messages from

p.2

need to do better?

other settings are always passed on to parents. n There are many opportunities for children to develop their early number skills. Children count frequently throughout the day. The childminder supports the children by addressing misconceptions about counting. For example, when counting play dough balls that children have made into frogspawn, the

p.2

need to do better?

25 June 2021 childminder encourages children to point to each one so they count correctly. Children have opportunities to learn about time. For example, in the garden playhouse they explore the numbers on a clock and notice the different hands moving. They correctly sequence wooden numbers to 10 and are praised by the childminder for their successful attempts. n Children benefit from a vast range of experiences in the garden. They have opportunities to run around and be physically active. Children are given opportunities to develop their problem-solving skills. For example, they notice that they do not travel very fast when going down the slide. They find a spray bottle of water and a sponge to clean the slide of mud. Children explore the differences between cleaning the slide with a sponge and with a cloth. They are delighted when their attempts are successful and they travel faster. n Many high-quality interactions take place throughout the day between the

p.2

need to do better?

childminder and children. The childminder asks questions to check children's understanding about what they have learned. However, she misses opportunities for children to give detailed responses to questions asked. This means children do not always demonstrate levels of deeper thinking. n The childminder has accessed a wide range of training since she registered. She reviews the impact that training has on her practice. For example, she finds out ways to support boys' learning. This has enabled her to make changes to her practice. The childminder has developed links with other childminders in the area. Children of similar ages are given opportunities to interact and develop friendships.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes regular training to keep her knowledge of safeguarding up to date. She has a good understanding of the different types of abuse and wider safeguarding issues, such as female genital mutilation. The childminder knows who to report any child protection concerns to. She completes accident records effectively, and parents sign these to say they have been informed. Children are supervised well in the home and garden. The childminder is trained in paediatric first aid. She teaches children how to keep safe, for example by washing their hands before eating to stop germs from spreading.

p.3

should:

n improve questioning techniques to encourage children to give more extended responses to questions.

p.3

Setting details

Unique reference number EY558096 Local authority North Northamptonshire Inspection number 10190101 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and is located in Rothwell, Northamptonshire. She cares for children between the hours of 6.30am and 6pm, Monday to Friday, term time only. The childminder holds an appropriate qualification at level 3. She provides funded early education for four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector discussed with the childminder how she plans and organises activities. n The inspector observed the childminder interacting with children. n The inspector looked at relevant documentation and evidence of the suitability of persons working and living in the household. n The inspector spoke to children at appropriate times during the inspection.

p.4

Inspection activities

25 June 2021 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.

p.4

Inspection activities

25 June 2021 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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