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

The childminder creates a welcoming and calm learning environment. Children develop close relationships with the childminder. They cuddle her when they need comfort or reassurance. Children include her in their play. They talk about what they are doing as they connect the jigsaw pieces. The childminder offers a well- planned curriculum that meets children's needs. She uses her knowledge of child development to sequence learning and move children onto their next steps. For example, in a water tray, the childminder provides different-sized bowls, spoons and watering cans. This allows children, who are at different stages of their development, to build on, and extend their developing physical skills.

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The provision is good

Children behave well. The childminder observes children playing and reinforces good behaviours through praise and a calm and friendly manner. Children show a clear understanding of the childminder's rules and boundaries. She teaches children how to be safe when crossing roads by re-enacting a pedestrian crossing at home with bicycles and road signs. Children treat one another with kindness and respect. From a young age, children learn to share and take turns with each other. For example, when building a train track, the childminder supports young children to share pieces with their friends. They respond with a smile and 'thank you'.

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need to do better?

n The childminder knows the children well. She observes and assesses children's learning and uses this information, along with their interests, to help her to plan for what children need to learn next. For example, children are excited to watch the growth of their caterpillars. They talk excitedly about how the caterpillars have grown and got bigger, like 'The Very Hungry Caterpillar'. To build on their knowledge and ignite their interest further, the childminder plans a trip to the local butterfly park so children can see different types of butterflies and learn what plants attract them. n Overall, the childminder supports children's language development well. She repeats words children say, helping them to hear the correct pronunciation. She introduces new words for children to learn. However, when the childminder asks questions, she provides answers too quickly. For example, whilst exploring colour

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need to do better?

mixing, the childminder asks the children 'What will happen when the colours mix?'. Before they can think and formulate an answer, the childminder has started talking about the changing colours and naming them. This does not allow children to think critically and use their emerging language to recall what they have learned. n The childminder has developed strong relationships with parents. She shares information about their day, learning, and development. Parents confirm that their children are happy in the childminder's care and enjoy coming to her home.

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need to do better?

13 June 2024 She accommodates parents' needs by offering flexibility with the hours that children attend. For example, she provides overnight care for parents who need it. n The childminder plans a range of highly valuable learning experiences through purposeful outings. She organises visits with other childminders, to the museum, Hindu temple and the local aerodrome. Children take trips on buses and trains and they are part of an intergenerational project that visit local care homes. Children meet a range of people and gain self-confidence and important life skills. n Children's mathematical development is supported through their play. As children explore the water tray, they use a ladle to fill a bowl. The childminder supports the younger children to count the number of scoops. Older children are encouraged to find the correct number to match the amount of scoops the children have counted. Children also learn mathematical language as they use

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need to do better?

different-sized watering cans, such as heavy, light, full or empty. n The childminder teaches children the importance of leading a healthy lifestyle. Children have daily opportunities to play outdoors and to exercise in the fresh air. As children run around the garden they stop, and place their hands on their hearts. The childminder explains how they are getting healthy as their hearts beat faster and their breathing gets quicker. In addition, during snack time, children talk about how drinking water is healthier than drinking fizzy drinks.

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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 use effective questioning techniques to support children's thinking and language skills further, by giving them time to think and respond to questions.

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Setting details

Unique reference number EY499122 Local authority North Northamptonshire Inspection number 10337160 Type of provision Childminder

p.4

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 5 Date of previous inspection 2 July 2018

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Information about this early years setting

The childminder was registered in 2016 and lives in Wellingborough. She operates all year round, Monday to Thursday, with flexible times to suit the needs of parents, except for family holidays. The childminder offers overnight care.

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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 viewed the areas used for childminding purposes with the childminder and discussed how the early years provision and the curriculum are organised. 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 held discussions with the childminder. She reviewed a sample of documentation. n Parents shared their views of the setting with the inspector.

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Inspection activities

13 June 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

13 June 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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