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 Met

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The provision is good

Children are happy and settled in the childminder's care and have strong bonds with him. When they feel tired, they go to him for a cuddle and reassurance. Children invite the childminder to join in with their play. For example, they say to him when playing with the train set, 'Come and play, the blue train is for you!'. Children have lots of opportunities to develop a healthy lifestyle. They talk about healthy foods with the childminder and pretend to make a fruit salad. They comment that, 'Fruit is good for you'. Children have the opportunity to play and learn outside everyday. They visit different parks and develop their physical skills as they move in different ways on climbing equipment.

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The provision is good

Children's behaviour is good. The childminder promotes good manners. Children are encouraged to say 'please' and 'thank you' and are starting to do so without being prompted. The childminder has identified that since children returned to his care after the COVID-19 pandemic, they have needed more support with sharing. Children are learning to share well with their friends through turn-taking games the childminder plans.

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need to do better?

n Overall, the childminder understands how children learn well. He demonstrates a good knowledge of the early years foundation stage curriculum. The childminder knows what children know and what they need to learn next. However, at times, when planning for children's next stages of their mathematical development, activities are too challenging. This means children sometimes lose interest. n The childminder interacts with children as they play. He asks them questions to extend their knowledge and check their understanding. At times, the childminder is so attentive towards the children that he completes tasks for them. This means children do not always have a chance to have a go themselves and develop their problem-solving skills. n Children show high levels of concentration and enjoyment with activities. They spend sustained periods of time using different scoops and spoons to pour rice into different containers, and make pretend cups of tea for the childminder and

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need to do better?

visitors to the setting. The childminder encourages children to ask questions, which helps develop their communication and language skills. They ask him if he would like sugar in his tea and how hot he would like it. n The childminder works in partnership with parents. Parents comment that their children ask them to stay at work longer so they can stay and have fun with the childminder. They feel fully involved with all areas of their child's development. Parents feel supported as the childminder follows their chosen methods for routines, such as toilet training. When the childminder collects children from other settings, he ensures messages are always passed on to their parents. This

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need to do better?

9 February 2022 supports a collaborative approach between all those caring for children. n Before children start with the childminder, he meets with the parents to find out all about children's likes and dislikes. The childminder plans activities following children's interests. He identifies that some children do not have the opportunity to go to local playgroups. The childminder takes the children to a local group, so they have the opportunity to engage with other children and use different resources. This broadens the experiences children have. n The childminder has developed his knowledge and skills since his last inspection. He regularly accesses online training. For example, the childminder has completed training on cultural capital. He uses this information to provide children with a wide range of experiences. The childminder knows how he would like to improve further, and regularly speaks to other childminders to share

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need to do better?

ideas. n The childminder encourages children to have high standards of personal hygiene through the routines of the day. Children manage their self-care needs independently. They know to wash their hands with soap and water before snack and when they have been to the toilet. Children learn how to keep themselves healthy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of his responsibility to keep children safe. He keeps his safeguarding knowledge up to date. Robust procedures are in place to report any safeguarding concerns. The childminder is aware of the signs and symptoms of abuse. He is confident to report any concerns he has. The childminder keeps attendance records so he knows how many children he is caring for at any one time. Every month, he completes a fire drill with children so they know how to exit the home quickly in the event of a fire. The childminder has a paediatric first-aid qualification.

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should:

n develop a deeper understanding of how to support children with their mathematical development n consider more precisely how children can be given opportunities to solve problems themselves.

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Setting details

Unique reference number EY393274 Local authority North Northamptonshire Inspection number 10105162 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 8 Date of previous inspection 10 September 2015

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Information about this early years setting

The childminder registered in 2009. He lives in Kettering, Northamptonshire. The childminder operates Monday to Friday from 7am to 6pm all year round, except for bank holidays and family holidays. He provides funded early education for three- and four-year-old children.

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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 childminder showed the inspector around the premises and discussed how he ensures they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Written feedback from parents was viewed and taken into consideration. n The childminder provided the inspector with a sample of key documentation on request to demonstrate the suitability of household members.

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Inspection activities

9 February 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

9 February 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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