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 are supported to build on their vocabulary. For example, when children recognise and name a star shape, the childminder explains it is a 'star fish'. Younger children solve problems when they think about how to fit shapes into puzzles. The childminder gives them directions about how to do this and time for children to complete this on their own. When children struggle, they receive further instructions and encouragement from the childminder to keep trying. When children achieve their goal, they receive praise for their achievements, helping to raise their self-esteem. Children respond by clapping their hands to celebrate their own efforts. Overall, children play alongside each other well. If their peers do try to take toys from them, children are supported by the childminder to use their words, such as to say, 'No thank you'. This is to help other children understand how they may be feeling.

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The provision is good

Children are supported to learn road safety when they walk with the childminder in the street. The childminder supports younger children to sit safely on chairs alongside their peers when they eat at snack time. Children happily use their large and small muscles to make marks, encouraging their early writing skills. They are given paint brushes and water to paint fences in the garden. The childminder provides children with large paper and pens for children to create artwork.

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need to do better?

n The childminder extends her professional development. She completes training to keep her knowledge of safeguarding up to date. This helps her to identify the potential signs of abuse and where to report her concerns. She attends training events to help develop her knowledge of how to broaden children's experiences. One example of how she does this is when she takes children to places of interest in the local community. For example, children have opportunities to see and learn about different animals. They childminder takes children for walks to explore and use their imagination in the natural environment. n Children are keen to engage in activities the childminder plans for them. For example, she helps them to understand what birds eat when they make bird feeders for the garden. However, occasionally, the childminder does not help children to understand why they should follow her instructions. One example of

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need to do better?

this is when she asks children to wash their hands after touching a snail in the garden. The childminder does not help children to understand why they need to do this to help build on their knowledge further. n The childminder gathers feedback from the local authority to help her to reflect on her practice. This helped her to identify ways of developing partnerships with parents further. For example, this includes asking parents to be involved in producing a report to monitor their children's progress when they are between

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need to do better?

12 February 2024 the ages of two and three years old. This contributes to a united approach to supporting children's learning. n Parents provide positive comments about the childminder. They say that they are grateful for her part in helping children to progress in their learning. Parents say that the childminder is a big part of their child's world. n The childminder observes and assesses children's development. She uses this information to help identify what children need to learn next. The childminder supports children to develop a love of books. For example, younger children sit on her knee to lift flaps in books, excited to see what images are hiding underneath. When asked, older children remember repeated phrases from favourite books. n The childminder gives children gentle reminders to use good manners. For example, when she gives them toys, she reminds children to say thank you. n Children are encouraged to be independent with their self-care. They are given

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need to do better?

time to put on boots before playing in the garden; the childminder praising them for remembering which feet they go on. When children try to take boots off and say, 'I can't do it', the childminder reminds children that they can, encouraging them to keep trying and to persevere. n The childminder shares information with parents about their children's care routines and activities they enjoy during the day. However, when children also attend another early years setting, the childminder does not share or gather information from staff about children's care and learning. This means that consistency is not established to help children develop.

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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.

p.3

should:

n help children to understand the reasons for following instructions to help build on their knowledge further n share and gather information about children's care and learning with other early years settings they also attend.

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Setting details

Unique reference number EY469989 Local authority North Northamptonshire Inspection number 10305608 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 27 February 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Bozeat, Northamptonshire. She operates during term time from 7.30am until 5pm on Mondays, Tuesdays and Wednesdays, 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 has 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 inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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

12 February 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

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