Oddy, Hannah Frances

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are confident to choose their own activities. They show that they feel safe in the childminder's setting as they know where to find toys and they eagerly help to tidy away when they have finished playing. Toddlers independently select wooden trains to put on the track that they have built. They lie down on the floor and are fully focused on moving the train along the track. Children concentrate well as they play, and they benefit from the childminder's positive involvement with them. Children tip out jars which are full of corks and pine cones, and work methodically together to place them back in the correct jar. With support from the childminder, two-year-old children give help to their younger friends, and they giggle together as they quickly pick up the items to fill the jars.

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The provision is good

Children behave well. The childminder and her co-childminder work in a consistent way, and they clearly explain what is expected for behaviour. Children respond very positively when they are reminded to share and to work together with their friends. Children are motivated to take part in all of the activities and show curiosity. They explore different textures and eagerly join in with stories.

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need to do better?

n Since the last inspection, the childminder has completed a number of training courses. The additional knowledge she gained has a positive impact on her practice. She has improved her understanding of the 'Prevent' duty. This helps to ensure she is aware of the signs that a child could be at risk of extremist or radical views or behaviour. She has developed her knowledge about how to identify schemas or patterns in children's play and how to incorporate this into her planning to promote children's learning. n The childminder reads lots of stories with the children to help with their communication and language development. Children become fully engaged as they listen to stories and are able to name familiar things in the pictures, such as 'blackberries'. The childminder promotes children's developing vocabulary as she explains what new words mean, such as 'scamper' and 'crouch'. The use of toys as props helps to illustrate the story and to engage the younger children. Later,

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need to do better?

the children independently return to the book area to look at the book again, which helps to consolidate their learning. n The childminder helps children to develop independence skills. They know where to go to wash their hands before lunch and they try to open their lunch boxes and unwrap their food. The childminder encourages parents to provide healthy choices for their children's lunches and snack. She involves parents in activities at home to encourage children to clean their teeth. n The relationships in this childminder's setting are very positive. Children look out for each other and work cooperatively during their play. For example, when the

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need to do better?

9 December 2021 tidy up song plays, children copy the childminder and fetch small brushes and a dustpan to help sweep up the sand. Children show they are secure and familiar with the daily routines. The good range of activities is planned effectively by the childminder and follows children's interests. This contributes to children's behaviour being good. n The childminder knows each child very well and her ambitious curriculum takes account of children's next steps in learning. The childminder works closely with parents to find out about the experiences that children have at home. The planning of activities includes activities that help children develop the skills they need for when the time comes for them to go to school. For example, four-year- old children are keen to make marks and pretend to write lists, Christmas cards and envelopes. n The childminder is very responsive to the children and her interactions are

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need to do better?

always positive and encouraging. She allows children to lead the activity and makes suggestions for how they can extend their interest and experience. She talks to children and asks well-placed questions about what they are doing. However, occasionally, she is less effective in differentiating for more-able children and does not make the most of opportunities that arise to challenge them to think more deeply.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her co-childminder regularly refresh their training in child protection. This helps ensure their knowledge of the signs and symptoms of abuse and their knowledge of newer aspects of safeguarding remains up to date. The childminder understands the importance of recording and reporting any safeguarding concerns to the relevant agencies. The childminder carries out thorough risk assessments and takes steps to reduce any hazards. She works with her co-childminder to sit with children when they are asleep. The childminder and the co-childminder are vigilant in supervising children when children are playing.

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should:

n extend the differentiation for more-able children to ensure questions and discussions are suitably challenging and promote children's deeper thinking.

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Setting details

Unique reference number EY435127 Local authority West Northamptonshire Inspection number 10089026 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 12 Date of previous inspection 4 December 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Long Buckby, Northamptonshire. She works with her mother who is also a registered childminder. The childminder operates all year round from 7.30am to 6.30pm on Monday to Thursday, and from 7.30am to 9am and from 3pm to 6pm on Friday, except for family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 observed the quality of education during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. n The childminder and the inspector talked about the childminder's intent for her curriculum. n The inspector looked at relevant documentation and evidence of the suitability of the childminder and her co-childminder. n The inspector spoke with the childminder and the children during the inspection. n The inspector spoke to some parents and carers during the inspection and also took account of written feedback from parents.

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Inspection activities

9 December 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

9 December 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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