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 Not applicable

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The provision is good

Children happily enter the childminder's care and quickly settle into the routines of the day. They independently access the resources they need and are confident to ask for help when needed. Children have good relationships with their peers, and they play alongside each other and support one another when needed. For example, when using the voice recording devices, children eagerly assist each other to find more so that each child is able to join in the activity. They excitedly record their voices and play them back in amazement, responding to one another through their recordings.

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The provision is good

Children are enthusiastic and eager to learn. Confident to have a go, the older children show good control when cutting toilet rolls to make firework printers, and the younger children carefully select the colours they would like for their paintings. Children show pride in their achievements, encouraging their friends to look at their finished pictures. Consistent praise from the childminder is well received and greeted with a proud smile.

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The provision is good

The childminder forms good relationships with parents. They report that the childminder is like a second family to their children and that she provides a good level of care. Communication is good. Parents are kept well informed about the activities that their children take part in each day using an online application. This provides two-way communication and helps parents to understand how to support their children at home.

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need to do better?

n The childminder spends time getting to know each of the children in her care. She accurately assesses children's development and uses this knowledge to plan activities based on their individual needs. For example, a Halloween activity using tweezers, letters and small-world characters is utilised well to support literacy, fine motor skills and imaginative play. However, at times, the childminder does not challenge children and, as a result, they quickly lose interest. n The interactions between the childminder and children are good. New words such as 'diva' and 'attire' are introduced through stories and discussions. Children happily engage in songs in different languages, which further supports communication and language skills. However, opportunities to introduce simple language to the youngest children are not always used to best effect. n Older children are secure in early mathematical concepts. For example, they

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need to do better?

build towers and say, 'this is taller than me,' before challenging themselves to make an even taller tower. They show a secure grasp of one-to-one correspondence when counting pumpkins and spiders. The childminder uses

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need to do better?

27 October 2022 these opportunities to support the children further by asking, 'How many more?' This supports the children in preparation for the next stage of their learning. n Children are consistently praised and reminded to use their manners. The childminder has high expectations and, as a result, children's behaviour is good. Children respond well to good routines in place. For example, at snack and lunchtime, children take turns to wash their hands before helping each other to open snacks. They sit patiently until all children have finished eating, before asking to leave the table. n Children know how to stay healthy. They remind each other to drink lots of water because 'it's good for you'. The childminder is steadfast in reminding children to sneeze into their elbows, put their hands over their mouths when coughing and wash their hands regularly. n The childminder places a strong emphasis on outdoor learning. In most weather

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need to do better?

conditions, mornings are spent outside. Trips and visits are used to good effect to teach the children about their local community. Children discuss their weekly visits to the local care home with enthusiasm and show respect for their elders. n Personal development is a strength. The childminder is eager to improve her knowledge so that she can provide the best experience for the children in her care. For example, she has learned another language to support communication in English and German with some children. The childminder takes advantage of training opportunities and support from a local childminding group to further her development. As a result, she has built her knowledge over time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge up to date with regular safeguarding training. She knows who to contact to seek advice and how to follow up and raise concerns about a child's welfare. The childminder is aware of the procedure to follow if there are concerns about herself or another member of her household. She is aware of the different types of abuse and how to recognise the signs and symptoms of these. Children take part in regular fire evacuation practices and know how to stay safe on trips.

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should:

n support the youngest children to further develop their language skills n enhance activities and carefully considered support to sustain children's interest and support their next steps in learning.

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Setting details

Unique reference number 2591007 Local authority North Northamptonshire Inspection number 10251237 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020. She is located in Rushden, Northamptonshire. The childminder cares for children from Monday to Friday, 7am until 6pm, all year round, apart from bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-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 childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the curriculum intent. n The inspector observed interactions between the childminder and the children. n The inspector had discussions with parents, looked at written comments and took their views into account. n Relevant documentation was provided by the childminder and reviewed by the inspector.

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Inspection activities

27 October 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

27 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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