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 Good

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The provision is good

The childminder creates a warm and homely environment. Her nurturing and attentive approach means that children seek her out for a cuddle when they need support or reassurance. Above all else, the childminder is keen to ensure that children feel happy, safe, and well cared for.

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The provision is good

The childminder supports children to develop a love of books. Children snuggle with the childminder as they eagerly listen to stories. They turn the pages and join in the story as they finish the childminder's sentences. The childminder engages children as she changes her tone of voice for the different characters to make the story interesting and exciting. Furthermore, through storytelling, the childminder encourages discussion about topics which link to children's experiences. Children talk about visiting the doctors and recall the doctor used a stethoscope to listen to their heartbeat.

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The provision is good

Children enjoy listening to music and following the childminder's instructions. The childminder asks the children to take turns to choose a rhyme or song. They jump to their feet and move their bodies as the music plays. The childminder joins in and shows children how to jump with their feet together. The children squeal and laugh when the 'elephant song' starts to play. They follow the childminder as they move around the room, stomping their feet and swaying their arms like an elephant's trunk. This supports children's physical development.

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need to do better?

n The childminder gathers information from parents to help her assess children's starting points. She uses this information to provide a curriculum that balances child-led play and adult-planned activities. The childminder monitors children's learning and development to identify gaps that require further focus. This helps children to make good progress. n The childminder helps children to understand the world around them. She plans outings to extend children's experiences, such as visiting the local farm and woodlands. Furthermore, the childminder takes children to the local church and joins in playgroup sessions. This helps to support their social skills and to learn about the community in which they live. n Children learn about good health and manage their personal care routines. For instance, children understand the importance of washing their hands and wiping their noses. The childminder provides children with nutritious homemade meals

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need to do better?

and snacks. She uses opportunities during lunchtime to improve children's knowledge about healthy eating. This contributes to children's understanding of making good choices and healthy lifestyles. n The childminder is a positive role model for children. She is patient and calm as

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need to do better?

19 March 2024 she interacts with children. Children follow instructions and help with tasks, such as tiding away resources. However, the childminder does not always reinforce her behaviour boundaries, which at times, impacts children's learning and enjoyment. n The childminder promotes children's mathematical understanding through various activities. Children develop their counting skills as they tally up how many animals are on the play farm and count the number of tractors. The childminder supports children as they learn about shapes and make comparisons. For example, as children draw circles, they talk about which are 'bigger' and 'smaller'. The childminder extends this activity as she encourages children to draw around each other's hands and compare the different sizes. Children are acquiring early mathematical knowledge in preparation for later learning. n The childminder understands the importance of working in partnership with

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need to do better?

parents and the other settings children attend. Parents comment that the childminder always takes the time to share information. They appreciate the regular updates they receive about their children's well-being and achievements. However, partnership working with other settings is not fully embedded. Information is not routinely shared to support children's learning and progression further. n The childminder demonstrates a commitment to her role. She reflects on her practice and deepens her knowledge through research and training. For instance, the childminder recently completed a course on supporting children's speech and language. She uses the knowledge she acquired to help deliver a more effective curriculum. For example, the childminder gives children more time to respond to questions and does not overwhelm them with lots of activities happening at the same time.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n help children better understand behaviour boundaries and to understand how their actions may impact others n engage more effectively with other settings children attend to share information to support children's learning and progression.

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Setting details

Unique reference number EY501837 Local authority West Northamptonshire Inspection number 10316769 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 25 Date of previous inspection 10 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Roade, Northamptonshire. She operates all year round, from 7.30am to 6pm Monday to Thursday and from 7.30am to 9am on a Friday, except for 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 inspector had a tour of areas of the premises that are used by children. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector read written comments from parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to children at appropriate times during the inspection.

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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

19 March 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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