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 Not applicable

p.1

The provision is good

Children receive a cheery welcome from the childminder and their friends as they arrive. They separate well from their parents and carers and are keen to join their friends in the warm, welcoming playroom. Children develop positive relationships with the childminder, which helps them to feel safe and secure.

p.2

The provision is good

Children make choices about their play and learning. The childminder organises her homely setting so that toys and resources are accessible to all children. Children demonstrate a positive attitude to learning and enjoy working together to choose books and toys from the boxes available to them. They eagerly involve the childminder in their activities and games. For example, children enjoy sorting items in the play kitchen. They spend time exploring the whisks and scoops and arranging the cups and saucers, before offering the childminder a drink.

p.2

The provision is good

The childminder knows the children very well. She is attentive to their individual needs and understands where each child is in their development. She uses a consistent approach as she supports children to take turns, to share space and toys with their friends and to use their manners. The childminder has clear expectations of behaviour and consequently the children behave well.

p.2

need to do better?

n The childminder spends time getting to know the children and their families. She uses an 'All about me' form to collect information from parents before their children start with her. She has a flexible approach to meeting the individual needs of families, and shares information with parents and carers effectively during drop-off and collection times each day. n The childminder observes children as they play. She encourages them to practise the skills they already have, even when they find this challenging. For example, children fill a zipped bag with building blocks, then tell the childminder that they cannot fasten the zip. She reminds them of how the zip works and encourages them to shake the blocks to the bottom of the bag, so the zip has room to move. n The childminder encourages children to develop problem solving and early mathematics skills as they play. They count and sort items in the play kitchen

p.2

need to do better?

and they name colours and shapes as they play in the play dough. They learn how to use a tool to squeeze play dough into shapes. They enjoy feeding the dough in one end of the tool and pressing the handle down to squeeze the dough out of the other end. n Children develop language through discussions with each other and the childminder. They talk confidently to the childminder and enjoy listening to her when she tells them a story. They point things out in the story and enjoy telling

p.2

need to do better?

21 November 2022 the childminder what they think is happening. She explores the story with them and values their ideas when they make suggestions. n The childminder has a good understanding of child development. She knows that children have their own interests and develop individually. However, she does not consistently use her knowledge to plan targeted opportunities, to support the development of individual children. n The childminder takes great care to find out if children have slept well and if they have eaten breakfast so she can work to meet their immediate needs. The childminder provides children will fresh drinking water and nutritious snacks. Children bring their own lunch boxes, and the childminder supports them to consider which items they should eat first. She talks to them about healthy choices and encourages them to eat fruit. n The childminder understands that regular training helps her to keep her

p.2

need to do better?

knowledge current and up to date. She attends online training to support her to develop her setting. For example, she is keen to develop her setting, with particular regard to access to outdoor experiences for the children. She completes her own research to find safe and creative ways to do this. Consequently, she makes use of the local park and the book and toy library, which she visits with the children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes daily risk assessments of her home and the outdoor spaces she uses, to ensure that they are safe for children. She understands the main types of abuse and how to recognise the signs and symptoms of abuse and neglect. The childminder knows who to contact if she has concerns about a child or if she needs advice and guidance. She attends regular safeguarding training. She has participated in additional training on the 'Prevent' duty. This helps her to know how to remain vigilant and support families to keep their children safe.

p.3

should:

n further develop teaching practice to better support the learning and development needs of individual children.

p.3

Setting details

Unique reference number 2574964 Local authority West Northamptonshire Inspection number 10250889 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2020 and lives in the Kingsthorpe area of Northampton. She operates all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

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 inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation, including evidence of her suitability.

p.4

Inspection activities

21 November 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

21 November 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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