Bailey, Tracy

Overall effectiveness Good

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

p.1

The provision is good

Children are happy and settled in the childminder's home. They move confidently around the different areas of the home that are used for childminding. Children benefit from a curriculum that is thoughtfully planned by the childminder, matching their interests. For example, children tell visitors to the setting how they noticed ice on the ground on their way to drop older children off at school. Back at the childminder's home, they put toy polar animals and water into containers. They explain how they have put the water into the freezer to make ice.

p.2

The provision is good

Children are encouraged by the childminder to be as independent as possible. When getting ready to go outside, they put their own coats on and zip them up. Children fetch tissues independently when they need to wipe their nose and put them in the bin. They know to use hand gel to 'stop germs from spreading'. Children behave well and are encouraged to say 'please' and 'thank you' during the day. They have strong bonds with the childminder. Three-year-old children are keen to tell her all about their learning. Young babies settle quickly when they wake up from their nap. They demonstrate that they are safe and secure as they snuggle into the childminder when she picks them up to feed them their bottle of milk.

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need to do better?

n The experienced childminder has a secure knowledge of how children learn. She plans activities to help them build on their knowledge and skills. For example, children show an interest in finding out about different animals. The childminder takes them to visit the farm to see a broad range of animals. Later, back at the childminder's home, children explore books about farm animals to extend their learning further. n The childminder knows the children she is caring for very well. Before children start, she finds information out from parents about what their child can do, their likes and dislikes. The childminder knows how children are progressing with their development and what the next steps are in their learning. She knows how to adapt activities to ensure they are suitable so young babies are fully included. n The childminder is very attentive towards the children. She interacts and engages with them throughout the day. Children are keen to talk to her about

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need to do better?

what they are playing with. They respond to the questions she asks. However, at times, the more confident and articulate children dominate conversations with the childminder. Consequently, quieter children who are not as confident miss out on developing their communication and language skills. n Partnerships with parents are good. The childminder has built strong relationships with the parents of the children she cares for. Parents say the childminder speaks to them on a daily basis about what their children have

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need to do better?

25 January 2022 enjoyed doing. They also comment on how she supports them in ways to help continue their child's learning at home. Parents say they would not hesitate to recommend the childminder to others. n Overall, children behave well. Three-year-old children help young babies by showing them how toys work. At times, the childminder steps in too quickly to manage the situation when minor disagreements occur between children. This means children are not supported to think of ways to resolve minor conflicts themselves. n The childminder demonstrates a commitment to build on her knowledge. She has undertaken a range of training since her last inspection. The childminder identifies what she does well, and what she would like to do next. For example, she has completed training to help children develop their imaginative skills. Children now sustain their interest in role play and are creative in what and how

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need to do better?

they want to play with the toys. The childminder has built a network of local childminders who access training and support together. n The childminder supports children to develop a healthy lifestyle. They are provided with a range of healthy snacks and enjoy trying foods such as banana and cucumber. The childminder encourages children to think and talk about foods that are healthy and unhealthy. They discuss together which foods they like and dislike.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to protect children's welfare and keep them safe. She knows who to report her concerns to. The childminder understands how children may experience radicalisation and how to protect them from this. She attends safeguarding training to ensure her knowledge is up to date. The childminder completes risk assessments of the indoor and outdoor areas before children access these. This means that any potential hazards are removed. The childminder completes accident records effectively. She records the necessary details thoroughly, and makes sure parents are informed immediately.

p.3

should:

n help quieter and less confident children to be more involved in conversation, to support their communication and language development n support children to learn how to resolve minor conflicts with each other.

p.3

Setting details

Unique reference number 221455 Local authority North Northamptonshire Inspection number 10072610 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 6 Number of children on roll 8 Date of previous inspection 13 May 2016

p.4

Information about this early years setting

The childminder registered in 1988 and lives in Finedon, Northamptonshire. She operates Monday to Thursday from 7am to 6pm and on Fridays from 8am to 9am, all year round, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 and the childminder discussed how she plans her curriculum for the children. n The inspector spoke to children at appropriate times during the inspection. n The inspector viewed written feedback from parents and took account of their views. n The inspector looked at a sample of documentation, including suitability records of people living in the household.

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Inspection activities

25 January 2022 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

25 January 2022 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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