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, including those who are new to the setting, show close relationships with the childminder. For example, they sit on her knee and receive reassuring cuddles from the childminder when unfamiliar people enter the home and they become unsure. The comfort that the childminder gives children helps them to feel emotionally secure in her care. Children learn how to share and take turns. For example, when younger children press buttons to make a toy play music, the childminder invites one child to have a turn first and then another child. Children have opportunities to learn how they can keep themselves safe. For example, the childminder shows them how to flatten their hand and to stroke her dog calmly. This helps children to learn how to behave positively around animals.

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The provision is good

Children's physical development is supported well by the childminder. For example, she helps children to pull themselves up to standing, holding onto one of their hands to help them to balance. Younger children begin to learn names for parts of their body. For example, when the childminder sings a song about their heads, shoulders, knees and toes, she points to these parts of their bodies, naming each one in turn. Children have opportunities to follow their interests to be creative. When younger children pick up two objects and bang them together, smiling at the sound they hear, the childminder follows their lead and introduces other musical instruments for them to explore. She shows children how to use the instruments to explore different sounds.

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need to do better?

n The childminder uses information from parents about their children's abilities along with her own observations and assessments to identify what children need to learn next. This includes helping children to develop their confidence in different social situations. For example, the childminder takes children to playgroups to interact with other children who are a similar age. n The childminder asks parents for feedback to help her to reflect on her practice and outcomes for children. Parents say that their children receive new experiences and activities with the childminder, helping them to develop and learn new skills. n The childminder helps children to understand how to be kind to others. For example, when younger children reach out to touch their peers, she shows them how to use 'kind and gentle hands'. n The childminder shows children respect. One example of this is when she changes children's nappies. The childminder asks children if she can change

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need to do better?

them. She gives children good eye contact and positive body language and talks to children calmly. This contributes to supporting children's social interactions with her and their speaking skills.

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need to do better?

31 January 2024 n The childminder helps children to learn about oral hygiene from an early age. For example, she provides toy toothbrushes and toothpaste for children to use in their play and shows them how to pretend to brush their teeth. n The childminder's home is safe and secure, promoting children's safety. She uses safety gates to stop children accessing certain parts of her home unaccompanied. She locks doors leading to outdoors to stop unauthorised people from entering her home. If unfamiliar people arrive to collect children, the childminder asks parents to provide her with a password, photo and other pertinent information to help ensure that children leave her care with a person who parents are aware of. n Overall, the childminder supports children's communication and language skills well. For instance, she gets down to their level when she talks to children. She sings nursery rhymes to children and uses repetitive words to help develop their

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need to do better?

vocabulary. However, the childminder does not fully support children who speak English as an additional language with their language development, for example, she does not gather or use key words in children's home language. n The childminder attends training courses to help develop her knowledge of child development. This includes completing online training about how to support children with special educational needs and/or disabilities. This helped to enhance her knowledge of how to identify early signs of delay in children's development. She also learned how to involve parents and other professionals to help meet children's individual needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop the support in place for children who speak English as an additional language to extend their language skills further.

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Setting details

Unique reference number EY495341 Local authority North Northamptonshire Inspection number 10300969 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 1 Date of previous inspection 31 January 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Corby, Northamptonshire. She operates during term time from 8.45am to 3pm, Tuesday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification.

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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 completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

31 January 2024 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

31 January 2024 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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