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 settle quickly when they arrive at the childminder's home. Young babies have a beaming smile and put their arms out for the childminder to hold them when they arrive. They snuggle into her as their parents say 'goodbye'. Three-year- old children know when they are hungry and say they would like a snack.

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The provision is good

Children develop their independence skills throughout the day. At snack time, three-year-old children persevere and successfully cut a chunk of cucumber into sticks. They sustain their interest and are delighted when they succeed, exclaiming 'I did it!'. Children play well with their friends. The childminder encourages older children to include the youngest members of the group. Three-year-old children pass coloured bricks to young babies to see if they will grip onto them. They say the colours to their friends as they pass the bricks. Children are very polite. They say 'please' and 'thank you' to the childminder without being prompted.

p.2

The provision is good

Children learn how to be healthy. They wash their hands before snack. Children pretend to be at the dentist and use a dentist's kit. The childminder talks to them about the importance of brushing their teeth. Children have many opportunities to play outside at local parks and play areas.

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need to do better?

n The childminder interacts with children throughout the day. Young babies babble and smile as she talks to them. She makes eye contact with children as she speaks to them and gets down to their level. At times, the childminder does not always pronounce words correctly. For example, she says 'birdie' for an owl and 'nee-naw' instead of ambulance. This means children do not always have the opportunity to extend their speaking skills as they tend to copy the childminder. n The childminder listens to children's comments and plans experiences to build on what they already know. For example, children show a keen interest in finding out about ducks after singing the song 'Five little ducks'. They go with the childminder to feed the ducks at a local park. She encourages children to sing the song and count five ducks. n The childminder plans activities for children based on their next steps in learning. She asks them questions as they play to find out what they already

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need to do better?

know, and extends their learning. However, sometimes the childminder does not give children adequate time to respond before she moves on. This means children do not always have time to express their own ideas and thoughts. n The childminder incorporates many opportunities for children to develop their mathematical knowledge. Young babies explore placing shaped puzzle pieces in the correct part of the puzzle. They build up their confidence in turning the piece until it fits in. Three-year-old children accurately count toy eggs as they pass

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need to do better?

8 February 2022 them to their younger friends. They count to six and say 'and one more makes seven'. Later, as children construct using wooden blocks, they start to learn about tall and short blocks and decide which one would fit their construction best. n Parents speak positively about the childminder. They comment how she found out detailed information about their children before they started with her. Parents say the childminder follows the same routine as they do at home for nap times and milk times. This supports a consistent approach between home and the setting. Parents whose children have food allergies feel very well supported. The childminder provides parents with information about what children will be eating to check it is safe for them. n The childminder is well qualified. She has attended a range of training since her last inspection to ensure she continues to develop her knowledge. The childminder knows what she does well and what she would like to continue to

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need to do better?

improve. She regularly talks to other childminders to share ideas and improve her practice further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of signs that may indicate a child is at risk of abuse. She knows the procedures to follow should she have a concern about a child being at risk. The childminder completes safeguarding training every year. This means she receives the latest updates in safeguarding practice. The childminder works well with other agencies. Children are supported well to receive additional help if needed. The childminder demonstrates good understanding of how to keep children safe when on outings. She completes risks assessments before they visit the local park. This ensures any hazards are removed and children are kept safe.

p.3

should:

n allow children more time to respond to questions, so they have the opportunity to express their own ideas and thoughts n promote speech development further by ensuring words are always pronounced using grammatically correct language.

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Setting details

Unique reference number EY314174 Local authority North Northamptonshire Inspection number 10105279 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 10 Date of previous inspection 13 November 2014

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Information about this early years setting

The childminder registered in 2005 and lives in Kettering, Northamptonshire. She operates Monday to Friday from 7.30am to 5.30pm all year round, except for bank holidays and family holidays. The childminder provides funded early education for three-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 the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector viewed a sample of key documentation on request. n Parents shared their views of the setting with the inspector. Written feedback from parents was also taken into account.

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Inspection activities

8 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

8 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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