Childminder in North 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 Good

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The provision is good

Children explore activities with excitement alongside their friends, the childminder and her assistant. They develop their understanding of the world through, for example, finding out about items that will float and those that will sink in a large container of water. This builds on previous learning, when the childminder taught children about weight. During this time of discovery, children talk about light items floating and heavy items sinking. They experiment with different objects, including a feather which they recently found on a nature walk. The children predict that the feather will float because it is light. They watch intently as they drop it into the container of water and they exclaim, 'It's floating!' as the feather reacts how they expected it to. The childminder and assistant help children to connect their thinking and develop their problem-solving skills by giving them the opportunity to test their

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The provision is good

hypotheses. Children build on what they have previously learned to support their future development.

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The provision is good

Children have warm relationships with the childminder and her assistant. They demonstrate their fondness as they happily accept cuddles when they become tired after a busy morning of playing and learning. The childminder provides a safe place for children to rest. Children are starting to recognise their personal needs and willingly get ready for their nap times. At these times, the calm and tranquil environment is conducive for relaxation which meets children's care needs.

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need to do better?

n Children are making good progress in their learning and development. The childminder has considered what she can do to best help children acquire new skills. She has carefully planned experiences so that there is a sequence in children's learning. For example, children are fully involved in preparing their own snack. The childminder and her assistant first provide a banana, which children confidently cut into bite-sized pieces. They then offer a strawberry, and then some carrot, knowing that these foods are progressively harder to cut. Children persevere and with some help they successfully cut their strawberry and carrot. n The childminder has considered what children have missed out on during the COVID-19 pandemic. She knows that some children were not able to go on holiday during this time. To make up for this, the childminder sets up a campsite in her garden. Children pack dressing-up clothes in their little suitcases. They

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need to do better?

spend time playing in the tents with their friends. Children develop an awareness of risk as they toast marshmallows on a campfire. They learn ways to keep safe while taking part in this new activity. n The childminder recognises that some children require additional support to develop their communication and language skills. She knows what strategies to

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need to do better?

23 June 2022 use for this. However, the childminder and her assistant do not always implement these. For example, they know to use open-ended questions which give children the opportunity to use lots of language in their reply. Yet, they sometimes forget this and ask questions which require a one-word answer. This means that at times, children's opportunity to extend the use of their language is limited. n Children behave very well. The childminder and her assistant use a calm and nurturing approach to shape children's positive behaviours. They subtly reinforce manners throughout the day. Children demonstrate that this is having an impact as they politely ask to leave the table after mealtimes. n The childminder uses assessment processes to effectively identify gaps in children's learning and development. She works closely with parents and other agencies to give children the support that they need to progress. However, the

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need to do better?

childminder does not yet use the most up-to-date legislation to support her when completing the progress check for children between the age of two and three years old. She sometimes records incorrect details, such as the wrong date for when an assessment is completed. This means that when it comes to passing on information about children to other settings and schools, the information is not always accurate and up to date. n The childminder wants parents to fully understand the care and learning support that children receive at this setting, including how she safeguards children. She invites parents to attend regular open evenings when they discuss different subjects, for example, the curriculum. This gives parents an opportunity to be involved in their child's learning and development as they find out what they can do at home to support this.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows her safeguarding role and responsibilities. She makes sure that her assistants are confident in their knowledge and understanding. The childminder and her assistants recognise the signs that could suggest a child is at risk of harm. They know what to do if they have a concern such as this. The childminder is aware of the procedure she must follow if an allegation is made against her or one of her assistants. She confirms the ongoing suitability of her assistants. The childminder has robust risk assessments in place to keep children safe, including a well-considered visitor policy and procedure.

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should:

n embed the use of strategies to promote children's communication and language so that interactions with children consistently support this area of development

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should:

23 June 2022 n refine the process of assessment used for children aged between two and three years, so that it is fully accurate and based on the most up-to-date legislation.

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Setting details

Unique reference number 221239 Local authority North Northamptonshire Inspection number 10231703 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 12 Number of children on roll 39 Date of previous inspection 22 September 2016

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Information about this early years setting

The childminder registered in 1987 and lives in Earls Barton, Northamptonshire. She operates all year round, from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides free early years education for two-, three- and four-year-old children. The childminder works with two assistants.

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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 and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children confidently communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of water play activity with the childminder. n The inspector spoke to one parent in person during the inspection and took account of their views. n The inspector telephoned one parent during the inspection and took account of their views. n The inspector spoke to the childminder and her assistant at appropriate times

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Inspection activities

throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of the childminder and assistants working in the setting.

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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

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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