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 behave well. They are polite and use good manners. They show kindness to others and celebrate their friends' achievements. For example, when children successfully cut a piece of toast in half, their friends clap their hands to praise their efforts. Children laugh with each other when they tell the childminder it is raining, when in fact, they pour water over themselves. When it does begin to rain, they listen, follow instructions and are keen to help the childminder move toys safely undercover. This helps children to take responsibility for looking after the toys and equipment they play with.

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The provision is good

The childminder understands how to help children make progress in their development. She plans experiences that help them to develop their knowledge of the life cycle of a caterpillar. Children learn that a caterpillar sheds its skin five times before it turns into a butterfly. They learn new words, such as exoskeleton and chrysalis. This helps to extend their vocabulary. Children are creative and learn how colours can change when they are mixed together. They confidently tell visitors that when they mix blue and red paint, it makes purple. Children develop an understanding of letters of the alphabet. They have opportunities to recognise and write their own name.

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need to do better?

n The childminder knows the children well. She is aware that some children struggled to feel emotionally secure as they returned after being absent due to the COVID-19 pandemic. Because of this, she invites children to bring an item from home that will provide them with comfort. This is effective in helping children to feel more confident when they leave their parents and when they play alongside others. n Children take an active part in preparing their snack. The childminder encourages children to eat healthy foods. For example, she asks them to pick strawberries from her garden. Children wash the strawberries and use knives safely to cut them up. They are encouraged to complete tasks on their own. n The childminder encourages children to share with others. For example, when children create artwork, she asks them to take turns to show it to others. When children complete puzzles, she asks them to help their friends to solve problems,

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need to do better?

such as to think about how to fix the pieces together. n The childminder supports children to understand how food is grown. Children use seeds they find in apples and melons to grow plants. They show an understanding of what plants need to grow, such as water. n The childminder shares information with parents about their children's achievements. She gathers information from parents about activities children do at home. However, she does not use this information to help broaden their

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need to do better?

23 June 2022 experiences further. n The childminder reflects on her provision and identifies ways to improve children's safety. She has made changes to her garden to protect children when they play in the sunshine. For example, the childminder has erected a canopy to cover part of her garden. This enables children to play in the shade in hot weather. n The childminder plans activities to encourage children to develop an understanding of symmetry. For example, she asks them to use paint to make marks on one side of a silhouette of a butterfly. She shows them how to fold this over and to recognise how the pattern is transferred to the other side. When the childminder asks children to count the number of toys they choose to play with, children confidently count the correct number. However, she does not consistently help them to extend their knowledge of numbers and counting further. n The childminder attends training courses to help extend her knowledge of how

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need to do better?

to support children's development. This has increased her understanding of the importance of allowing children to play outdoors and to be physically active to promote good bone density. Because of this, she provides plenty of opportunities for children to receive fresh air and do physical activities. Children push toy prams and climb up and down steps.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder maintains a clean and tidy home. She carries out risk assessments in her home and garden to ensure that it is safe for children to play. For example, she locks the doors after children arrive, which ensures they cannot leave unsupervised. The childminder has completed child protection training and reads information about safeguarding case reviews. This helps to keep her knowledge current. She knows the procedure to follow if she has concerns about children's safety. Furthermore, she knows where to report any allegations made against herself or her family. This helps to keep children safe.

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should:

n use information gathered from parents about what children do at home to help broaden their experiences n support children to extend their knowledge of numbers and counting.

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Setting details

Unique reference number EY416679 Local authority West Northamptonshire Inspection number 10138496 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 7 Date of previous inspection 8 May 2015

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Information about this early years setting

The childminder registered in 2010 and lives in Northampton. She operates all year round from 8am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children. The childminder holds early years teacher status.

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Inspection activities

n This was the first routine inspection the childminder has 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 and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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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