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 Not applicable

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The provision is good

Children have strong relationships with the warm and nurturing childminder. When they fall over, they rush to her for a cuddle and quickly settle. The childminder knows the children very well. She asks them if they would like their comforters to help them feel safe and secure. Children ask the childminder to join in with them as they play. They engage in small-world play with her and make up imaginative stories.

p.2

The provision is good

Children are very kind and caring towards each other. Older children help younger children to find their sun hat when they have lost it. They rush over to their friends and announce, 'I've found it.' Children respond 'thank you' and give each other a hug. Children regularly say 'please' and 'thank you' without being prompted. The childminder has high expectations of what children can do.

p.2

The provision is good

Children develop their physical skills well. They spend sustained periods making animals with play dough. Children use a range of tools to cut up and roll the play dough. This develops their small-muscle skills in preparation for writing. Children explore the garden and practise their skills dribbling with a ball. They carefully negotiate dribbling the ball around cones and put both arms in the air and shout 'yes' when they get to the end of the cones.

p.2

need to do better?

n The childminder has strong partnerships with parents of the children she cares for. Parents are asked regularly to share their views of the childminder's provision so that she knows what is working well and what she needs to improve further. She talks to parents every day and shares photos with parents via an online app. Parents comment that they feel that the childminder's expectations for children's behaviour are consistent and fair. n The childminder gets to know children very well and recognises that they have different home experiences. For example, children who live in urban areas are fascinated by the tractors and horses they see when they explore with the childminder in the countryside. The childminder follows children's interests and expands on their learning by providing activities for them to find out more. Back at the childminder's home, children play with a range of different toy tractors

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need to do better?

and find out more from books. n The childminder encourages children to become confident communicators. She listens to children throughout the day and responds when they want to share their comments or questions with her. The childminder demonstrates skill in ensuring that quieter, less-confident children are able to share their thoughts. For example, she asks children to wait for each other to finish speaking. This helps children to feel that their opinions and thoughts are valued.

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need to do better?

18 May 2022 n The childminder has developed effective communication with other settings and professionals which support children. For example, she speaks regularly to the speech and language therapy service about how she can support children's speech development. She also communicates with other settings children attend. The childminder shares information about children's learning and development. This means that there is a collaborative approach from all people involved in caring for children. n The childminder incorporates mathematical learning into children's play. For example, children count butterflies they have made from play dough. At times, the childminder does not extend children's learning in this area of development effectively. n Children develop their self-care skills very well. The childminder provides support to children to develop a can-do attitude towards completing tasks for themselves. For example, she encourages children to have a go at pouring water

p.2

need to do better?

from a jug into a cup. Children have a beaming smile when they have a go by themselves and are successful. n Since she registered, the childminder has attended a range of training courses to extend her knowledge further. The childminder continually reflects on the activities she provides for children and how she might do activities in a slightly different way next time. The childminder identifies that she would like to improve her knowledge of extending children's learning in mathematics.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder supervises children closely as they play. When children access the garden, she warns them to take care as the grass may still be a little slippery after it has been raining. The childminder checks her home and garden each day to identify and remove any risks. She has a clear understanding of her responsibilities to protect children from harm. The childminder knows the potential signs and symptoms of abuse in detail. She knows who to report her concerns to. The childminder has policies in place about how she safeguards children, including how she keeps children safe when they use technology.

p.3

should:

n provide more opportunities to extend children's learning further in their mathematical development.

p.3

Setting details

Unique reference number EY555285 Local authority West Northamptonshire Inspection number 10174474 Type of provision Childminder

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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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Lilbourne, Northamptonshire. She operates on Monday, Wednesday and Thursday all year round. On Monday and Wednesday, the childminder operates from 8am to 5pm. On Thursday, she operates from 7am to 5pm. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for 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 the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n Children told the inspector about their friends and what they like to do when they are with the childminder. n The inspector observed the interactions between the childminder and the children. n Written feedback from parents was viewed and the inspector took account of their thoughts. n The childminder provided the inspector with a sample of key documentation on request, including evidence of the suitability of household members.

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Inspection activities

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

18 May 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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