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

p.1

The provision is good

All children, including those who have just started in the childminder's care, begin their day with warm greetings and cuddles. Children find out about the plans for the day ahead. This contributes to the calm, relaxing start that they experience. Every morning, children settle on the sofa and explore how they are feeling in the moment. For example, toddlers smile and giggle and the childminder explains that they are happy. They look at pictures of different emotional expressions in a shared book. This all helps children to learn about their feelings. Children demonstrate they feel safe and secure in her care. For example, toddlers look to her for security before interacting with the unfamiliar inspector.

p.2

The provision is good

Children help themselves to the thoughtfully planned toys and activities. They use the resources to follow their own ideas and solve problems. For example, toddlers explore the challenge of how to stop wooden bracelets from falling off their own wrists. They spend long periods of time concentrating before learning the bracelets stay on if they keep their arms up. Toddlers smile with delight as they move around with all the bracelets on their arm.

p.2

The provision is good

The childminder expects children to behave well. Children are thoughtful towards each other. For example, toddlers offer each other toys to play with. They greet each other excitedly after waking from their sleep. They listen to the childminder and follow her instructions.

p.2

need to do better?

n The childminder ensures that children experience a good continuity between their home and her setting. For example, the sleeping arrangements reflect their experiences at home as much as possible. This contributes to children's physical and emotional well-being. n The childminder's respectful relationships with babies and toddlers help to foster their independence. For example, she opens her arms and encourages toddlers to approach her when they are ready for nappy changes. In response to the childminder's encouragement, children take a positive attitude to their self-care. This helps some children to make exceptional progress in their dressing skills. For example, toddlers are resilient to setbacks when they take off and put on their own shoes. They persevere and take pride in their achievement, when they manage to open and close straps on their shoes. n The childminder knows what the children in her care need to move on to in the

p.2

need to do better?

next stage of their learning. This helps her to plan a curriculum that helps children build on their skills well. For example, the childminder has helped younger children to strengthen their fingers and small muscles, when they play with dough. This is in readiness for them to hold chunky chalks to draw with.

p.2

need to do better?

23 September 2021 The childminder plans for them to move on to using a pincer grip to draw with pencils. Toddlers enjoy making marks on the chalkboard. n The childminder plans focused activities that help children develop their listening and speech. She reads to children in a way that delights them. Children laugh and point to pictures in the book in a lively manner. The childminder teaches children songs and introduces new words into their play. However, on occasions, she does not fully provide the support children need to answer her questions. For example, when the childminder asks if children can find a 'mouse', and 'nose' and 'face', she answers her own questions too quickly and does not always prompt them further. n The highly qualified childminder seeks to constantly strengthen her practice. As a result of recent training, she has strengthened her safeguarding policies to reflect changes in legislation. Additionally, she has made changes to her

p.2

need to do better?

provision to help children to develop their imaginations more. For example, children use dressing up materials imaginatively to dance with. They use everyday objects creatively to make sounds as they join in songs. n The childminder finds out from parents about any areas where children would benefit from additional experiences and support. For example, she helps children who have little experience of nature to learn about the natural world. She identifies that some toddlers have not had much experience of socially interacting with other children. The childminder helps them to develop good social skills and learn to play well with different groups of children. This helps to prepare them well for their future learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder helps older children to understand how they can keep themselves safe. For example, she talks to them about how to cross a road safely on the walk to school. The childminder carries out regular risk assessments to help keep children safe in her care. For example, she has taken robust steps to ensure that children are safe on outings. The childminder is aware of the signs and symptoms of abuse. This includes if they are being exposed to extreme behaviours and beliefs. She knows the required procedures to take to report concerns about children's safety.

p.3

should:

n strengthen questioning techniques to give children even more time and prompts to answer questions.

p.3

Setting details

Unique reference number EY558553 Local authority North Northamptonshire Inspection number 10190268 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 11 Number of children on roll 0 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Higham Ferrers, Northamptonshire. She operates all year round from 7.45am until 5.45pm, Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

p.4

Inspection activities

n This was the first routine inspection the childminder has 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 her evaluation of the setting. n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector spoke to parents and took account of their written views.

p.4

Inspection activities

23 September 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

23 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6