Linda Christine Westley

Overall effectiveness Good

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

p.1

The provision is good

Children are greeted warmly by the childminder and separate easily from their parents into her care. They know to take their shoes off and to hang their coats up when they arrive. Children settle very quickly, rushing to see if their friends are here and to explore the activities set out for them.

p.2

The provision is good

Children choose how they want to play and positively engage with learning opportunities. They understand what the childminder expects of them and their behaviour. Children are respectful of the childminder and behave very well in her home. The childminder supports children to consider the feelings of others and to develop respectful relationships with the world around them. For example, young children are encouraged to be kind to the spider they discover and to consider how to keep it safe.

p.2

The provision is good

Children enjoy being with the childminder. They are confident in her company. Children are supported to lead their own play and they actively engage the childminder in their games. The childminder listens attentively when children read books to her, and she encourages them to use their imaginations to create their own stories. The childminder introduces the inspector to children using a friendly, positive manner. Children confidently include the inspector in their conversations.

p.2

need to do better?

n The childminder uses craft activities to introduce children to early mathematics. For example, children count, name colours, identify shapes, and make marks that represent numbers and shapes. They create their own artwork, using stickers, stampers and felt-tip pens. The childminder helps children to name and match colours, and gives them time to sort through the coloured pens in the box before they choose the one that they want. n The childminder engages in children's play and this helps them to be interested in activities for longer. Children want to dress up as superheroes and ask if they can make a mask to go with their costume. The children choose their own materials, learn how to punch holes in their mask and how to fasten their mask with string. The childminder takes a photograph of them wearing their mask and children excitedly exclaim, 'It is me!' n Children easily access available resources as the childminder ensures that she

p.2

need to do better?

organises the environment to enable children to choose how they wish to play, which supports their independence. When children decide to give their dolls a drink of water, the childminder enables them to collect cups, jugs and bibs from the kitchen drawer. Children are keen to get water from the tap and pour this from the jug into the cups they have collected. They learn that taps have hot and cold water and that spilt water makes the floor slippery. Children are

p.2

need to do better?

26 May 2022 encouraged to keep themselves safe by wiping away any spills. n The childminder finds out from parents what experiences their children have at home. She uses this information to enhance children's skills. For example, they develop physical skills as they walk to the park and learn about their local community when they visit the local shop and library. n The childminder builds very positive relationships with parents and shares information with them about their children's learning. Parents comment that children are always busy and that the childminder supports them to develop the skills they will need at school. They say that their children are very happy and settle easily. Parents feel confident that their children are safe and very well cared for by the childminder. n The childminder carefully observes and assesses children as they play. However, play is not always consistently planned to challenge children's thinking and

p.2

need to do better?

learning. n The childminder completes training to support what she does with the children. She recently completed a course on developing children's well-being. This supports her to consider how the COVID-19 pandemic may have negatively influenced children's social skills. Because of this, the childminder has re-joined some social groups with the children, for example a stay and play group, and organised nature groups at the country park.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding of how to keep children safe. She understands the main types of abuse and how to recognise the signs and symptoms of neglect and domestic violence. The childminder knows who to contact if she has concerns about a child, or if she needs advice and guidance. She records all accidents and injuries, and uses these records to help her risk assess and minimise possible hazards to children. The childminder recognises the importance of training and has attended training on the 'Prevent' duty, online safety and how to support families to keep their children safe.

p.3

should:

n plan a wider range of activities to further extend children's learning beyond what they already know and can do.

p.3

Setting details

Unique reference number 119196 Local authority North Northamptonshire Inspection number 10138610 Type of provision Childminder

p.4

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 6 Date of previous inspection 8 April 2016

p.4

Information about this early years setting

The childminder registered in 2000 and lives in Thrapston, Northamptonshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded education for two-, three- and four-year-olds.

p.4

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 inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children during the inspection. n The inspector observed the interactions between the childminder and children. n The inspector observed the childminder completing activities with children. n The inspector spoke to parents to gather their views. n The childminder provided the inspector with a sample of key documentation, including evidence of the suitability of household members.

p.4

Inspection activities

26 May 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

26 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

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