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 are happy, content and show that they are emotionally secure in the childminder's care. They benefit from genuine friendships and the relationships they share with the childminder. This supports their well-being and enables children to thrive and enjoy learning. Children are outgoing and friendly. When visitors leave, they say, 'Thank you for coming.' They play with activities that are inviting and become thoroughly absorbed. For instance, children focus for long periods of time while playing in the 'mud kitchen'. They use their small muscles and imagination to fill pretend cones to create ice creams for the childminder.

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The provision is good

Children respond positively to challenges. For example, they explore their literacy skills and identify their names during 'mat-time' sessions. They show an interest in numbers, count objects and match these to written numbers. These activities help to prepare children in readiness for starting school. The children are strong-willed yet show a good understanding of what is right and wrong. They appreciate the need to share and take turns and respond positively to gentle reminders. For example, the childminder uses a sand timer to indicate it is time to hand over a toy or share a resource.

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need to do better?

n The childminder is committed to continuous professional development in order to improve her knowledge to help improve outcomes for children. She recently researched ideas and activities to help her further support children's speech and language development. n The childminder provides a language-rich environment, where children build and extend their vocabulary through discussions, group times and songs. For example, children eagerly discuss their home and families. They are confident speakers. The childminder also understands that, at times, children need time to play alone and explore activities. She observes and interacts when it is appropriate, so that she does not interrupt children's creativity. n The childminder has a good understanding of how children learn. Her curriculum takes account of their needs, interests and what they need to learn next. She implements exciting opportunities for children to build on what they know and

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need to do better?

can do. For example, she sets up a colour-mixing activity for children who are developing their fine motor skills. Children skilfully use pipettes to suck up coloured water. They discuss with the childminder what colours they are making. n The childminder shows strong teaching techniques. She asks questions that support the children to think and use their own problem-solving skills. She asks, 'What do you think we can do if it is stuck?' This prompts the children to find some tweezers to remove an object from the watering can spout. n The childminder empowers children to understand their own feelings and how

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need to do better?

21 June 2022 their actions might affect others. She encourages children to tell their friends, 'Stop. I don't like that.' This contributes to children managing and understanding how their actions might affect others. n The childminder encourages self-help and independence. Children learn to use a knife and chopping board safely as they slice cucumber and fruit for their snack time. Snack time is a social occasion when the childminder and children sit together. Children pour their own water and the childminder talks to them about why certain foods are healthy to eat. This contributes to children learning about a healthy lifestyle. n The childminder spends additional funding thoughtfully. This helps to ensure that children receive opportunities above and beyond those they may otherwise experience. For instance, the childminder takes the children swimming and to a rugby club. There, they learn self-care skills such as dressing and undressing.

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need to do better?

This helps children to be ready for the next stage of learning. n Parents comment favourably about the childminder. They value her ability to quickly notice any gaps in children's development. They appreciate the ways they are kept informed and how the childminder supports their children's learning. However, the childminder does not always share ideas with parents about how they can further support their own child's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the signs that may indicate a child is at risk of harm. She is confident in her ability to identify and report concerns to other agencies, if required. The childminder supervises children well and ensures her home and garden are safe. For example, the childminder ensures the front door is securely locked and she checks the identity of any visitors. The childminder teaches children how to keep themselves safe. For example, she talks to them about sun safety and the 'burn time', along with the necessity to wear sun cream when the sun is at its hottest.

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should:

n strengthen links between home and the setting to share further ideas with parents about how they can support their own child's learning at home.

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Setting details

Unique reference number 2534882 Local authority West Northamptonshire Inspection number 10215174 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in the town of Weston Favell, Northamptonshire. She holds a teaching qualification at level 6. The childminder provides care Monday to Friday from 8am until 5pm. The childminder provides funded education for three- and four-year-old children.

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Inspection activities

n The inspector looked around the areas of the setting available to children. 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 provision. n The inspector held discussions with the childminder and the children throughout the inspection. n The childminder and the inspector carried out a joint evaluation of an activity together. 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 took account of written references from parents. n Relevant documentation was available for inspection, including suitability checks, qualifications, and policies and procedures.

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Inspection activities

21 June 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 June 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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