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 Outstanding

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The provision is good

Children are very settled in the childminder's care. Babies confidently turn to the childminder for comfort, for example, when they become tired. Older children cuddle up with the childminder to listen to stories. Children become confident, happily approaching visitors and showing them books. They point out their favourite characters in the book, such as the frog, making the sound of the animal and jumping around to show how it moves.

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The provision is good

Children happily take the lead in their play outdoors. They lay out stepping stones carefully, checking that they will be able to move from one to the next. They concentrate as they balance on each stepping stone in turn. They show pride when they complete the activity and respond positively as the childminder claps at their achievements.

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The provision is good

Children follow instructions well. They learn to understand why rules are in place and adapt their behaviour with the childminder's support. Younger children are beginning to understand how their actions can affect others. For example, they stop throwing sand when they realise it could go in the other children's eyes. Instead, they scoop the sand up in pots and empty them out carefully.

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need to do better?

n The childminder knows the children well. She understands the different stages of children's development. She adapts her interactions with children to meet their individual needs. For instance, she supports babies to explore the texture of the sand. This helps to build their confidence and encourages them to explore independently. Older children watch the wheel on a toy turning as they carefully spoon sand into it. The childminder builds on their curiosity, explaining what they can see happening. This helps children to gain a deeper understanding of how things work. n Parents are very happy with the service that the childminder provides. They receive information on their children's progress, along with suggestions for ideas of things to build on children's learning at home. The childminder responds to feedback from parents, for instance, she changes the way she communicates with them. This helps parents to become more engaged in their children's

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need to do better?

learning. The childminder shares ideas to support children's eating at home. She uses the same strategies while the children are in her care. This provides children with consistent messages regarding what adults expect from them. n The childminder offers children frequent opportunities to develop their language and talks to children about what they are doing. As a result, children rapidly learn new words which are relevant to their play. The childminder uses words such as 'splat' and 'pop', as children explore the bubbles in a tray. Children

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need to do better?

23 June 2022 demonstrate their understanding by using the words themselves when popping the bubbles. The childminder repeats what children say back to them so that they can learn to say the words clearly. n Children's progress is carefully monitored by the childminder. She continuously evaluates the activities that she provides for them, considering the impact of what children have done on their development. She swiftly identifies ways she can extend children's learning further. This helps the childminder to set children relevant and challenging targets. n The childminder completes training to support the needs of the children. For example, she completed training to support children who are struggling with their communication. The childminder is highly reflective. She regularly reviews the provision she offers, considering the impact of changes on children's learning and well-being. This helps her to raise the quality of the care she provides even

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need to do better?

further. n Children enjoy learning outdoors. They freely access the resources they want and become engrossed in the activities they choose. For instance, children spend large amounts of time exploring the sand with toy diggers. However, the indoor learning environment is not as well organised. Some children struggle to access the toys they want to play with independently. This affects their ability to focus fully and follow their own interests. As a result, not all children are able to make the most of their learning opportunities indoors.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibility to safeguard children. She has completed training to develop her safeguarding knowledge further. She is fully aware of the process to follow should she need to raise concerns to outside agencies regarding children's welfare. The childminder recognises the possible signs that a child may be at risk of exposure to extreme views or behaviour. She knows what to do should someone make an allegation against herself or a member of her household.

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should:

n consider how the indoor learning environment is organised so that children can independently choose resources that interest them and maximise their learning.

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Setting details

Unique reference number EY421718 Local authority West Northamptonshire Inspection number 10138604 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 11 Date of previous inspection 22 December 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Towcester, Northamptonshire. She operates all year round, from 7.45am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for three- 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 provider. n The inspector had a tour of the areas of the premises used for childminding. n The inspector observed the childminder interacting with children. She considered the impact of these interactions on children's learning and development. n The inspector read written feedback from parents and took their views into consideration. n The inspector viewed a range of the childminder's documentation, including suitability and insurance documents.

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Inspection activities

23 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

23 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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