Chester, Gemma Alice

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 to explore their surroundings. They are full of enthusiasm as they climb on grates and balance along planks in the secure garden. They scream with delight as they jump off the plank and shout 'I've done it'. Children build relationships with each other. They share toys and take turns as they play. Three- year-old children take turns rolling the water beads down the drainpipe. They say to each other 'It's your turn' and 'Ready steady go'. They jump and clap as the bead reaches the water and splashes.

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The provision is good

Children have a positive attitude to their learning. They are eager to join in the activities that the childminder plans. For example, children relish playing with the play dough. Two-year-old children use their fingers and hands to roll and pat the play dough to make wiggly worms. Three-year-old children compare the sizes of their worms and decide if they are long or short and fat or thin. Children press plastic ladybirds and bees into the play dough. They count the spots on the ladybirds and how many bees they have. This encourages children to talk about bees. They learn that bees make honey. This prompts the children to hold a conversation about what they have on their toast.

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need to do better?

n The childminder is clear about her curriculum. She follows children's interests and lets children make choices about their play. She knows what she wants the children to learn and what they need to know next. She uses relevant guidance to support her assessment of children's learning. n The childminder promotes children's speaking skills. She bends down to the children's level as she talks and gives three-year-old children time to respond to her questions. However, when speaking to children under two years, she does not always name an object or toy to explain what the children are playing with. She often uses the word 'it' or 'them' instead of referring to the object. For example, while children are playing with the rice, she says, 'You are putting it in the jar'. This does not help to develop young children's speaking skills or increase their vocabulary. n The childminder helps children to develop many of their self-help skills. Three-

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need to do better?

year-old children know to wash their hands after going to the toilet and before meals. They put their own coats and shoes on to go outside. However, the childminder does not use all opportunities to further develop these skills. She does things for the older children that they could try to do for themselves, for example, opening paint pots and peeling their orange or banana. n The childminder provides a good range of experiences to support children's literacy skills. Children practise making marks, enjoy listening to stories and look at books independently. These help children's preparation for future learning

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need to do better?

2 September 2021 and readiness for school. n The childminder works closely with parents. She provides regular updates and photographs to show what their children are learning and are doing while in her care. Parents speak highly of the childminder. They praise her care and compassion. n The childminder finds out about the experiences that children have at home. She uses the information that she gathers to extend these opportunities. For example, some children do not have activities at home to express their creativity. The childminder provides activities for children to explore paint, splash in the water and build with sand. In addition, she takes children to playgroups to help extend their social skills as they mix with other children. n The childminder understands how to manage children's behaviour appropriately. Children learn to use good manners and follow rules sensibly and safely. For example, children know not to shut the conservatory door because they might

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need to do better?

hurt their fingers. They are willing to tidy up their toys and sweep up the rice on the floor, in case they slip. n The childminder is reflective and attends training to increase her knowledge and find new ideas to benefit the children in her care. For example, she learns about the 'forest school' approach to help her to develop her interactions with children in nature.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her knowledge of safeguarding up to date. She understands how to identify any concerns about children's welfare and to report these to the appropriate professionals. The childminder appreciates the possible dangers related to the use of the internet. She talks with children and helps them to understand the safe use of information and communication technology. The childminder supervises the children well. She checks the home daily to identify and to remove any hazards, so it is safe for the children to play. She holds a current first-aid certificate, so she can act promptly in the case of an emergency.

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should:

n develop how language is modelled, including the use of nouns to name objects and toys, to extend under two-year-old children's speaking skills and to help increase their vocabulary n use all opportunities to support children to develop their self-care skills even further.

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Setting details

Unique reference number EY555873 Local authority North Northamptonshire Inspection number 10174786 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 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Desborough, Northamptonshire. She holds an early years qualification at level 3. The childminder operates all year round from 7.30am to 5pm, Monday 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 her evaluation of the provider. n The inspector completed a learning walk with the childminder and discussed how she organises and implements her curriculum. n The childminder joined the inspector 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 invited the inspector into their play and spoke to her at appropriate times throughout the inspection. The inspector observed interactions between the children and the childminder to see the impact these have on children's learning. n Parents expressed their views of the childminder and the care she provides to the inspector by talking to her on the telephone.

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Inspection activities

n The childminder discussed her training and how she reflects her practice with the inspector. 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

2 September 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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