Haughton, Beatriz De Souza

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 are happy and settle quickly. Due to the COVID-19 (coronavirus) pandemic, children have learned to separate well when parents drop them off and pick them up at the door. Children demonstrate that they are comfortable in the childminder's home. They have a place for their coat and shoes and know where to go to wash their hands.

p.2

The provision is good

Children understand the routines, behave well and enjoy sharing time with the childminder. For example, they snuggle close to her while they share a book. Children enjoy stories being read to them. They listen eagerly and join in with the storytelling. Children learn to develop a love of books. They are keen to explore and investigate the toys and resources available as soon as they arrive. For example, they excitedly add their own toy car, brought from home, to other toy vehicles on the play mat.

p.2

The provision is good

Children have lots of opportunities to play outdoors in the fresh air and be physically active. They have access to a garden, where they enjoy playing with sand and water. They also take trips to the park and in the wider community. They have fun visiting the farm and meeting the donkey, and the childminder reminds them of a recent train ride at a local park.

p.2

need to do better?

n The childminder is a positive role model. She uses good language skills to teach children how to pronounce words. For example, she corrects children when they say 'tato' rather than 'potato'. The childminder uses opportunities during play to support children's mathematical knowledge and skills. She encourages them to count throughout the morning. For example, children count the toy bricks they build with and the tractors in the book they read. They talk about the different shapes and sizes of the jugs and bottles outside in the water, using mathematical language, such as 'bigger' and 'smaller', 'taller' and 'shorter'. n The childminder plans activities to develop children's physical skills. Outdoors, children use their whole bodies to run around and explore the mud kitchen. Indoors, children use their hands and fingers to sort and match when playing a game. This helps them to develop their finger and hand skills in readiness for

p.2

need to do better?

writing. However, when children try to pour their own drinks, they are not encouraged to think about the space they need. This means that children are not always supported to solve problems and sometimes they struggle to complete tasks. n The childminder supports children to develop their emotional well-being. She gently guides them as they meet different people, sensitively encouraging them to communicate with others. For instance, when children have new experiences,

p.2

need to do better?

24 August 2021 she remains close by to offer comfort. Her support enables children to manage their own feelings and develop the confidence to join in. n The childminder assesses children's progress to find out what they need to know next. She sits on the floor with children to give them her full attention and listens carefully to what they say. However, there are times when the childminder does not use questioning effectively to develop children's thinking further. For example, when children identify images in books or use new resources, she does not fully explore these with them. This means that children's understanding is not always being developed. n The childminder has developed good relationships with children's parents. She gathers information from them about their children. The childminder uses this to plan opportunities and experiences which meet children's interests. She regularly shares information about children's progress with their parents.

p.2

need to do better?

n The childminder completes training courses and conducts research online to help increase her knowledge of how to support children's development. For example, during 'science week', she planned a range of activities to support children to experiment and explore the world around them. They mixed baking soda and water together to make a fountain and made sensory bottles to play with in the garden. n Through discussions with parents, the childminder is aware that not all children have opportunities to share music and different foods at home. Therefore, she plans opportunities to broaden children's experiences. For example, they listen to Samba music and try different fruits at snack time. This contributes to children developing a respectful appreciation of different cultures beyond their own. They are beginning to understand what makes them unique.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is committed to keeping the children in her care safe. She has good safeguarding knowledge. The childminder knows how to identify the signs of abuse and neglect. She knows the process to follow should an allegation be made against herself or anyone in the household. There are suitable policies in place, including relevant local agency details should the childminder need to contact them. The childminder has hygiene measures in place to ensure the health and safety of children attending. This helps to ensure that children's needs and well- being are protected.

p.3

should:

n provide more opportunities for children to think for themselves and solve problems

p.3

should:

24 August 2021 n give children more opportunities to develop their thinking skills by asking them questions during conversations.

p.3

Setting details

Unique reference number EY555619 Local authority North Northamptonshire Inspection number 10174875 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Kettering. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector led discussions with the childminder about children's learning and development. The inspector reviewed relevant documentation and evidence of the suitability of the childminder and household members. n The inspector spoke with the childminder and children during the inspection.

p.5

Inspection activities

24 August 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.

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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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