Rivett, Tracey

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children have access to a selection of toys and resources that interest them and which they enjoy playing with. However, the childminder does not always take into account what children can do and what they need to learn next when planning the curriculum. That said, babies show an interest in cause-and-effect toys. They press buttons and turn dials. Two- and three-year-old children build with plastic bricks and use different-coloured stacking beakers to create towers. The childminder sits alongside children and talks to them as they play. She encourages children to name the colours that they see and counts as they place one beaker on top of the other. However, the childminder does not always make the most of such opportunities and use what she knows of children well enough to extend their learning further.

p.2

The provision requires improvement

Children are settled and content in the kind and caring childminder's care. They develop warm relationships with her. Children who are less confident around new people are reassured by the childminder and soon become accustomed to having visitors in the home. Children behave well. The childminder encourages children to use good manners and to say 'please' and 'thank you'. Children learn to share and take turns with resources, which contributes to an atmosphere that is relaxed and harmonious.

p.2

need to do better?

n The childminder understands the importance of keeping up to date with changes that occur in the sector. However, she has not paid enough attention to maintaining her own professional development. This has resulted in some gaps in her knowledge, understanding and skills. n The childminder is not fully successful in creating an environment that supports an ambitious curriculum to promote children's learning and development. Activities, at times, are not well pitched or sufficiently challenging to reflect the individual needs of children. Sometimes, the childminder is not clear on what she wants children to learn or how she can support them to develop their skills further. n Children are keen to explore the available resources and participate in activities with the childminder. She stands alongside children as they sit at a table with pots of play dough and assorted tools. Children choose which colour dough they

p.2

need to do better?

would like to play with. They know how to use rolling pins and cutters to make shapes. Children use their hands to make 'wiggly worms' and 'balls' of different sizes. The childminder acknowledges their enjoyment and, at times, joins in. However, she does not adapt her interactions to help stretch and challenge children's learning further. n The childminder is attentive to children's individual care needs and routines. She recognises when children are tired and ensures that they are able to rest

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need to do better?

21 April 2022 comfortably and safely. The childminder follows appropriate hygiene routines and supports children to do the same, such as cleaning their hands before they eat their lunch. The childminder works with parents to ensure that children's individual dietary needs are met. She offers gentle encouragement to those who need it, which helps to ensure that children eat and drink enough to support their good health. n The childminder knows children and their families well. She regularly talks to parents and keeps them informed about their children's day, including details about their individual routines and what they have played with. The childminder invites parents to share information from home to help her to continue to meet children's needs and provide activities they enjoy. n The childminder talks with children as they play and during daily routines. She understands the importance of supporting children's communication and

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need to do better?

language skills. The childminder models language and introduces some new words. Younger children enthusiastically repeat what they hear and begin to put words together to make simple sentences. Children learn to use words to express themselves. For example, they say they would like 'more snack' and that they want to 'play with the babies' when they see the dolls. n Children benefit from the opportunity to develop their physical skills indoors and outside. Babies pull themselves up to stand as they hold onto furniture. They cruise from one end of the settee to the other, gradually gaining the confidence they need to take their first steps. Outside, children show how they can competently climb the steps of a slide and do it again and again. Children play ball games with the childminder and show good hand-to-eye coordination as they successfully catch a ball.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to keep children safe and vocalises her commitment to prioritising children's welfare at all times. She has completed training to refresh her knowledge and understanding of child protection procedures. The childminder knows how to report any concerns regarding a child's welfare to the appropriate agencies. She is vigilant to children's whereabouts. She supervises them appropriately and makes sure that they remain within her sight and hearing at all times. The childminder ensures that the premises are safe, secure and suitable. She ensures that equipment meets the needs of the children who attend so that they can rest and eat comfortably and safely.

p.3

should:

n focus professional development opportunities more effectively to enhance skills

p.3

should:

21 April 2022 and knowledge in order to offer quality learning and development experiences for children n make better use of the knowledge of individual children in order to provide an ambitious curriculum that builds on what they already know and can do n identify the purpose of activities and improve the quality of interactions to ensure that all children are suitably challenged in their learning.

p.3

Setting details

Unique reference number EY100634 Local authority North Northamptonshire Inspection number 10138609 Type of provision Childminder

p.5

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 13 Date of previous inspection 23 November 2015

p.5

Information about this early years setting

The childminder registered in 2002 and lives in Ringstead, near Kettering in Northamptonshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.5

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 her evaluation of the setting. n The inspector observed the quality of activities and assessed the impact this has on children's enjoyment and learning. n The inspector looked at relevant documentation and evidence of the suitability of the adults living and working on the premises. n The inspector spoke with the childminder and children at appropriate times throughout the inspection. n The inspector and the childminder discussed the learning and curriculum offered to children.

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Inspection activities

21 April 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

21 April 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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