Childminder in West 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 Good

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The provision is good

Children demonstrate their enthusiasm as they rush inside the childminder's home on arrival. They take off their shoes and coats, showing perseverance with undoing zips and buttons on coats. Children are keen to see what activities are on offer. They settle quickly as the childminder plans activities which are matched to their interests. The childminder ensures that she includes children's favourite toys, such as dinosaurs and superheroes. This helps children to feel valued, safe and secure. When their friends arrive, children rush to the door to welcome them with broad smiles. Children know the routines of the day well. Two-year-old children know that they have their nappy changed after lunch. Once done, they start to climb the stairs ready for their nap. Children go the childminder throughout the day if they need reassurance. For example, they cuddle up to her when there is a change to their normal routine, such as a visitor to the setting.

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The provision is good

Children's behaviour is good. They enjoy the company of their friends. When children experience difficulties with sharing, the childminder shows children how to take turns. She praises them as they begin to share without her support. Children are kind to each other. For example, at lunchtime, children say, 'I'll bring your water bottle to the table for you.'

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need to do better?

n The childminder is skilled at finding out from parents what experiences children have at home. She plans activities to broaden on these. For example, children visit the library to borrow non-fiction books. They snuggle up on the childminder's lap as they find out about people who help us. Children ask questions. They discover that builders wear ear defenders to protect their ears from loud noises on building sites. The childminder listens carefully to comments children make. She uses this information to plan more opportunities to further their learning. n Parents are very happy with the care the childminder provides. They comment that they feel confident leaving their children and know that their children are in safe hands. Parents say that they appreciate the daily updates about what their children have been doing. They say that they feel involved in their child's learning and development. n The childminder is attentive towards the children in her care. She engages with

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need to do better?

them consistently throughout the day. However, at times, quieter children are not fully encouraged to join in conversations. This means that these children do not always have the chance to further develop their communication and language skills. n The childminder supports children to develop their understanding of living a healthy lifestyle. She prepares healthy and nutritious lunches and snacks for

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need to do better?

8 March 2022 children. The childminder talks to children about foods that are healthy and unhealthy. She encourages children to try new foods. Children have access to fresh drinking water throughout the day. They develop good hygiene habits. Children know to wash their hands before eating food and after using the toilet. n Children have many opportunities to develop their physical skills. They take part in yoga sessions and walk to local parks. Children access large apparatus to support them to make large-scale movements. Children use scoops and tweezers to pick up toy bears. This helps to develop their small-muscle skills. Three-year-old children hold pens using a tripod grip and make marks on a whiteboard. n The childminder uses moments that occur throughout children's play to develop their mathematical skills. She encourages them to count during daily routines and general activities. For example, children guess how many toy bears are in a

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need to do better?

dish and then confidently count them. The childminder encourages children to spot numbers in the local environment, such as on road signs. n Children enjoy playing imaginatively. They access the role-play kitchen and make different models using construction materials. The childminder interacts with children as they play. She is quick to tell them what their model looks like or what she thinks children have made her to eat. This means, at times, children are not encouraged to share their own creative ideas or develop their imaginative skills further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding issues. She recognises the signs and symptoms of abuse and knows who to report her concerns to. The childminder attends safeguarding training each year. This means that her knowledge is up to date. The childminder knows what to do if an allegation is made about herself or a household member. She carries out daily checks of the areas of her home children use. This ensures that areas are safe and suitable. As children walk to and from school with the childminder, she talks to them about staying stay safe near busy roads.

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should:

n allow children time to develop their own ideas when being imaginative n provide more opportunities for quieter, less-confident children to engage in conversation.

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Setting details

Unique reference number EY475835 Local authority West Northamptonshire Inspection number 10075804 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 5 Date of previous inspection 21 March 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Northampton. She operates all year round from 7am until 5pm, Monday to Thursday, and from 8am until 3pm on Friday, except for bank holidays and family holidays. The childminder has an appropriate qualification at level 3.

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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 and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector by providing written feedback. n The childminder provided the inspector with a sample of key documentation on request, including documentation to demonstrate the suitability of household members.

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Inspection activities

8 March 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 March 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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