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 Met

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The provision is good

The childminder creates a warm and welcoming home-from-home setting. Children build strong relationships with the childminder, seeking her out for physical comfort when visitors arrive. As they gain confidence, children move away from the childminder to play, often checking back for security. This demonstrates how safe and secure children feel.

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The provision is good

Children are inquisitive learners. They enjoy exploring the berries on the ground at the park, squashing them with their feet to see what happens. Children enjoy the freedom of the large open space at the park. They move across the field in a range of ways and enjoy shouting 'go' as they start a race with the childminder. At the hills, children take time to think about how they can safely get to the bottom. They delight as they pick up speed as they make their way down.

p.2

The provision is good

The childminder is clear about the boundaries, rules and values within her setting. As children explore the slide at the park, the childminder reminds them to use only the steps for climbing up the slide. This ensures children are aware of the childminder's expectations of them. At the setting, the childminder supports children to share toys and take turns. As a result, children create friendships with each other.

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need to do better?

n The childminder provides children with a range of opportunities to explore the world around them. Through outings, such as walks along the local bridle path, children learn about the different animals they find along the way. They count the number of baby ducks and swans they see at the local country park and enjoy looking for minibeasts. Back at the setting, the childminder extends children's learning further by looking at fact books, making links to their earlier experiences. n The childminder is aware of the impact of the COVID-19 pandemic on children and their social development. She regularly takes the children to visit a local toddler group. This provides the children with opportunities to play and socialise with other children and adults. Children build on their confidence in new situations and benefit from meeting new people. n Children's communication and language skills develop well at the setting. The

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need to do better?

childminder talks to the children throughout the day. For those children who are learning to talk, the childminder repeats words back to them. This ensures children hear the words in the correct form. As the childminder plays with children, she commentates on what she is doing. She stops occasionally to allow children time to recognise the words she is saying and to make clear links. This helps children to develop an understanding of the English language.

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need to do better?

3 July 2023 n The childminder uses her curriculum to build on the skills that children already have. She works closely with parents to gather information about children's starting points. She uses this information alongside children's interests to create activities. The childminder has great relationships with the local feeder school and nursery. She regularly talks to staff about the activities they are doing and links them to her setting. However, the childminder does not create the same links with settings outside of the local area. Therefore, not all children get the same consistency in their learning and development. n Parents speak highly of the childminder. They talk about the relationship the childminder builds with their children and how well she knows them. Parents receive daily updates on their children's learning. The childminder shares ideas for activities that parents can complete with their children at home. However,

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need to do better?

she does not actively seek parents' views on her practice and the setting. This has an impact on her ability to reflect from a parent's perspective. n The childminder regularly attends training to enhance her skills and knowledge. She uses training opportunities to develop the range of activities she provides in her setting. The childminder knows the children in her care well. She observes them and adapts planned activities to suit changes of interest. This helps children to make good progress in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of safeguarding and how to keep children safe in her care. She talks confidently about the signs and symptoms of abuse and what to do if she has concerns about a child. The childminder is aware of the procedure she must follow if an allegation is made against her or another adult in her household. The childminder regularly updates her safeguarding knowledge, covering issues in society such as county lines and the 'Prevent' duty guidance.

p.3

should:

n improve ways of sharing information with all settings the children attend to support continuity in their learning n strengthen ways of gathering parents' feedback to gain an understanding of how the setting can be further developed.

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Setting details

Unique reference number EY401100 Local authority West Northamptonshire Inspection number 10295421 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 4 December 2017

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Rugby, Warwickshire. She operates all year round, from 8am until 6pm, Monday to Friday, except for family holidays.

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 setting. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The childminder spoke to the inspector about children's learning and development. n The inspector and the childminder talked about the education provided indoors and outdoors and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents 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

3 July 2023 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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