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 are happy and content in the care of this childminder. They settle quickly and move around the rooms, choosing what they wish to play with. Children have secure attachments with the childminder and know that they can reach out for cuddles for comfort. Children benefit from the childminder's calm, warm, and affectionate manner.

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The provision is good

Children have a positive attitude towards their learning. They are eager to take part in activities that the childminder plans. Children scream with delight as the childminder suggests they play a game. They are keen to choose a hoop and quickly make a line so they can take turns sliding the hoop along the floor. Children count the numbers that are on the floor in sequence from one to five. They carefully slide the hoop along the floor and recognise the number they land closest to. The childminder extends the children's mathematical skills and asks them how many more or fewer numbers they need to find. She further asks the children to mark off the numbers they find on a chalk board. Children hold the chalk to make marks and excitingly say, 'I've done it', as they cross off the number they landed on.

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need to do better?

n The childminder has a clear view of what skills she wants children to learn. She provides activities that interest children. She uses the activities to build on children's next stage in their development. For example, children use play dough. They roll and poke the dough to make spiders. This helps to strengthen their small-muscle skills in preparation for their future learning. n The childminder teaches communication and language skills. She repeats words for two-year-old children to help them pronounce words correctly to aid their speaking skills. Also, she introduces new words into children's play. For example, 'bandages' and 'sling' as they play doctors and nurses, to help extend their vocabulary. n At times, the childminder does not allow sufficient time for children to solve problems themselves to support their thinking skills further. For example, as children fix the train track together, she steps in too quickly and tells the

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need to do better?

children which piece they need next, instead of letting them work it out for themselves. n The childminder gives praise and encouragement during activities, which contributes to children's self-esteem. She understands how to manage children's behaviour. She tackles the behaviour she does not want in a positive manner. For example, when a child hits another child, she explains how it is unkind to hit someone because it hurts their feelings. She further explains how the children need to share the toys. The children give each other a cuddle and go off to play

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need to do better?

27 August 2021 cooperatively with the train track. n The childminder promotes children's independence. Children put on their own shoes and coats, they use the toilet independently and know when to wash their hands. The childminder encourages children to open the packets of food in their lunch box, to help with the independence skills they will need when they start school. n The childminder has positive relationships with parents. She informs them about their children's learning and what they have been doing. For instance, she talks to them at drop off or collection times and sends them text messages. Parents have a high opinion of the childminder and the service she provides for their children. They comment that she is 'caring and knows the children well'. n The childminder finds out from the parents the experiences the children have at home. She uses the information she gathers and extends these experiences. For

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need to do better?

example, for children who do not have gardens, she ensures she takes them to the park so they can extend their physical skills. Children use the equipment, including the swings and slide, and run around in the fresh air. Furthermore, for children who have no siblings, she takes them to playgroups so they can learn to mix with other children. n The childminder is reflective and accesses training that helps her to keep up to date with current practice. Recent training on child development helps her to understand more about how children learn. As a result, she lets children follow their own interests and incorporates their learning through their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities with regards to protecting and safeguarding children. She has a clear understanding of the signs and symptoms that might indicate that a child is being abused. She is aware of the procedures to follow if she was concerned about a child or in the event of an allegation being made against her or a family member. The childminder supervises children closely and completes a daily risk assessment before children arrive to ensure the environment is safe for children to play in. To further keep themselves safe the childminder teaches the children how to carry out a fire drill, in case they have to evacuate the premises.

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should:

n give children more time to work out how to solve problems for themselves to help develop their thinking skills.

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Setting details

Unique reference number EY554915 Local authority North Northamptonshire Inspection number 10174493 Type of provision Childminder

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Registers

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

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inspection

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

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Information about this early years setting

The childminder registered in 2018 and lives in Kettering, Northamptonshire. She holds an early years qualification at level 3. The childminder operates all year round from 8.30am to 5.30pm, Tuesday to Friday, except for bank holidays, the week at Christmas and family holidays. The childminder provides funded early education for two-, 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 their evaluation of the provider. n The childminder and the inspector completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The inspector and the childminder took part in a joint observation. The inspector considered the quality of education during activities and the impact this had on children's learning. n The children spoke to the inspector at appropriate times throughout the inspection. She observed interactions between the childminder and the children, and considered the impact these have on children's learning. n Parents gave the inspector their opinions of the childminder through talking to her by telephone. n The inspector had a discussion with the childminder about her training and how

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Inspection activities

she evaluates her practice. n The inspector looked at relevant documentation and the suitability of the childminder and her family 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

27 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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