Burek, Agnieszka Ewa

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 move with confidence around the childminder's home. They are comfortable in their surroundings and access the toys they wish to play with from low shelves and boxes. Children relish playing outside, running around using the equipment on offer. They scream with delight as they ride a tricycle skilfully down a ramp and carefully climb up the slide. Children build close relationships with the childminder and each other. They ask the childminder to play with them and enjoy her company as they play in the toy kitchen. Children behave well and learn to take turns with their friends. They wait patiently to have a go at pushing a train around a track. They talk to each other as they play saying, 'choo choo the train is coming'.

p.2

The provision is good

Children are keen to learn and take part in well-planned activities. They spend long periods of time concentrating and listening to the childminder. This is evident as two-year-old children learn to count and sort toy bears into bowls. They are fully engaged as they successfully compare the colours and sizes of the bears. The childminder extends this activity and encourages the children to count to 10. Children relish solving problems. For example, they make flowers and work out which petals fit together and how the flower slots into the flower pot. They count the flowers and compare the different colours.

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need to do better?

n The childminder has a curriculum that lets the children take the lead in their play. She knows the children and understands what she needs to do to help them move on to the next stage of their learning. For example, she provides play dough to help children strengthen their fingers and small muscles in readiness for holding a pencil. Children benefit from this activity and enjoy rolling out long and short sausages. n The childminder supports children's speaking skills, overall. She comments on what two-year-old children are doing to help their understanding and to further extend their language development. However, she does not always name an object or toy when she is talking to explain to two-year-old children what they are playing with. For example, she says the 'green one' or 'those blue ones', instead of saying the 'green leaf' or the 'blue bears' to help to extend children's speaking skills and their vocabulary.

p.2

need to do better?

n Partnerships with parents are effective. The childminder gathers a range of information to develop an understanding of children's individual care needs, routines and stage of development. She uses a range of methods to keep in contact with parents, including telephone calls and verbal communication. Parents describe the childminder as 'caring', and they feel well informed about their children's learning.

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need to do better?

24 August 2021 n The childminder is a good model for behaviour. She encourages children to be caring and kind. The childminder is responsive to children's needs and encourages children to have a go. For example, she provides praise as children try and press the ball machine to release the balls. They struggle at first but with the childminder's support they manage the task. Children laugh and giggle as the balls spurt out and this encourages them to have another go. n The childminder encourages children to develop their independence and good self-help skills. Children follow daily care routines. They wash their hands before meals, put their toys away and use the toilet with supervision. Children learn to take off their shoes and put them away when they come indoors. n The childminder has clear intentions for how she can enhance children's experiences from home to help their learning, for example, children benefit from

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need to do better?

trips to the farm to learn about where farm animals live. In addition, the childminder knows the children who do not have a garden to play in and ensures she takes children to the local park. Here, she lets children explore larger equipment and learn to take risks. n The childminder is reflective in her practice and is committed to promoting the best possible outcomes for children. She makes good use of reading to keep her knowledge and practice up to date. For example, she has recently read about providing healthy food for children. She now provides fruit at snack time to help children have a healthier diet.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibilities around safeguarding children. She ensures her child protection knowledge is up to date and she knows the signs that may indicate a child is at risk of harm. She understands how to identify and report concerns about a child's welfare. Children practise fire evacuations with the childminder, so they know what to do in an emergency. The childminder ensures her first-aid qualification is kept up to date and understands she must ensure she completes suitability checks for all adults living in the home.

p.3

should:

n strengthen how language is modelled, including the use of nouns to name objects and toys, to extend two-year-old children's speaking skills and help to increase their vocabulary.

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Setting details

Unique reference number EY560374 Local authority North Northamptonshire Inspection number 10190489 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Corby, Northamptonshire. She holds an early years qualification at level 3. The childminder operates all year round from 5.30am to 6pm, Monday to Friday, except for a week at Christmas and family holidays. The childminder provides funded early education for three- and four-year- old children.

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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 the evaluation of the provider. n The inspector completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The childminder took part in a joint observation with the inspector. The inspector considered the quality of education during activities and the impact this had on children's learning. n The children spoke with the inspector at appropriate times throughout the inspection. The inspector observed interactions between the childminder and the children and considered the impact these have on children's learning. n Parents spoke to the inspector about how the childminder cares for and educates their children. The inspector took account of the views of parents

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Inspection activities

through talking to them by telephone. n The inspector had a discussion with the childminder about her training and how she evaluates her practice. n The inspector reviewed relevant documentation, and evidence of the suitability of the childminder and household members.

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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 August 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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