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 Outstanding

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The provision is good

Children arrive happily, chatting excitedly to the childminder about their weekend. They show they feel safe and secure as they leave their parents confidently, running off to play with the childminder in the garden. Children explore their imagination as they dress as builders in 'high-visibility' vests and hard hats. They build towers with pretend builders bricks in the garden, developing their mathematical language as they correctly use terms such as 'more' or 'less'. Children compare the tower against their own height, and laugh with delight as it becomes taller than they are. Children receive praise as they notice and repeat patterns in the coloured bricks.

p.2

The provision is good

Children develop their independence. They remove their own shoes and coats and place them tidily in the hall. Children see to their own toileting needs confidently, with gentle reminders from the childminder. They let the childminder know when they are hungry and ready for a snack, organising this themselves. Children get their own snack bags, talk with older children about what they have, and share strawberries with each other. They chat and laugh happily with the childminder and visitors as they eat.

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need to do better?

n Partnership with parents is strong. Daily verbal communications provide parents with information about their children's care and learning needs. Parents discuss the difference the childminder has made to their child's life and the good progress their children make. They comment that the care the childminder provides is bespoke to their individual child. Parents appreciate the level of support the childminder provides to their family. n The childminder offers sensitive support to children as they transition between her setting and nursery. Children proudly show visitors their 'link book' that goes between the two settings, which contains photos and drawings they have done. Parents comment that the book was 'the missing link' that enabled their child to settle at nursery. It is filled in by both settings and provides clear information about what the child has done and what their next steps are. This shared

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need to do better?

learning helps ensure any gaps in children's learning are identified and acted upon. n Children are provided with a wide range of learning experiences. They enjoy trips out and about in the environment, such as taking a trip on a bus and learning how to help care for the childminder's dog. They talk to visitors about how to feed and walk the dog and how much they enjoyed going on the bus. This helps children feel confident and prepared to negotiate the world around them. n The childminder considers what children need to learn and provides a broad

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need to do better?

16 August 2022 curriculum. Care is taken to ensure all areas of the early years foundation stage are well presented and woven through activities and resources. However, though the activities on offer are interesting, these are not always planned precisely to reflect what children need to learn next. n Children demonstrate high levels of focus and attention as they access the variety of interesting resources on offer. Their fine manipulative skills are extended as they concentrate intently on squirting a flower painted on a clear easel, 'watering the flower' and washing the paint away. Children extend the activity themselves, painting their own pictures and squirting them. n The childminder understands the importance of developing children's communication skills. She regularly narrates children's play. However, she does not always leave enough time for children to respond to questions to encourage and extend children's speech and language development.

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need to do better?

n Children's love of books is well supported by the childminder. They sit together on the floor to share books. She reads to children each day and keeps books accessible to them, to allow them to choose stories that interest them. The children handle books confidently and independently. n The childminder reviews her provision to ensure what she offers to children is appropriate to their needs. She attends all mandatory training and keeps up to date with changes in practice through attending webinars and completing short courses on line.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure knowledge of the possible signs that a child may be at risk of harm. She knows the procedures to follow should she need to report a concern about a child. The childminder is confident in her knowledge of how to report allegations made against herself or her family. She keeps her knowledge of safeguarding up to date and has a sound understanding of wider child protection issues, such as domestic violence. The childminder demonstrates a secure knowledge of the 'Prevent' duty and potential risks to children accessing the internet.

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should:

n strengthen the planning of activities and experiences to ensure they are more precisely focused on what children need to learn next n provide children the time and space to respond to questions and start conversations.

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Setting details

Unique reference number EY269903 Local authority North Northamptonshire Inspection number 10138614 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 22 March 2016

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Information about this early years setting

The childminder registered in 2003. She operates all year round, from 8am until 5pm, Monday to Friday, excluding bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. The childminder holds an appropriate qualification at level 3.

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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 showed the inspector the premises and discussed with them how they ensure these are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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

16 August 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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