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 and her assistant offer a welcoming environment where children feel happy and safe. Young children use the childminder as their secure base from which to explore the world around them. There is a lot of laughter in children's play. For example, children have a pretend birthday party, giggling as they take turns in blowing out the candles. They teach children to be safe. For example, when cutting paper, the childminder supports children to hold the scissors carefully as they cut and adapt their creations. The childminder offers a curriculum that builds on children's skills. She takes account of children's needs and interests. She provides activities that allow children to recap their prior learning, and practise what they need to learn next. For example, children explore different ways to complete a puzzle. Once completed, the childminder suggests a more challenging puzzle. Children sit for a sustained amount of time and use the strategies learned

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The provision is good

Children behave well. The childminder and her assistant are good role models. Through modelling, they teach younger children how to share and take turns with their friends. As a result, friendships are strong and children are polite to each other. For example, when playing, children pass resources to their friends. They respond with 'thank you' and 'you're welcome'. The childminder offers children, positive praise and encouragement. This helps children to be strong and confident individuals.

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need to do better?

n The childminder uses her knowledge of the early years foundation stage well. She includes all the areas of learning in the activities she provides. The childminder uses assessment to monitor the progress children are making. This enables her to plan a curriculum that challenges children to promote their ongoing progress. n The childminder and her assistant make the most of spontaneous moments to promote children's mathematical skills. In preparation for a snack, the assistant asks the children how many bowls they will need. With support, children count the number of children who need a bowl. The childminder uses language such as '1 more' when an additional bowl is required. n The childminder shows an ambitious knowledge of what they want children to learn. However, at times, adult-led activities can include too many aspects of learning for children. The intent becomes unclear, and children do not have the

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need to do better?

chance to understand the skills they are being taught. n The childminder builds strong relationships with parents. They receive updates about their children's day and feel their children are happy and developing very well. They say that the childminder offers a 'loving' and 'reassuring' environment

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need to do better?

26 June 2024 and they know their children are safe. They are very pleased about the quality of care their children receive. n The childminder supports children's communication and language development well. There is a seamless flow of back-and-forth conversations. She supports them in hearing new vocabulary such as pinch and squeeze as they use pegs on the washing line. The childminder is quick to identify support children may need with their developing speech and pronunciation. She ensures that children consistently hear the correct pronunciation of words through play. As a result of this strong modelling, children develop as confident communicators. n Children have opportunities to be healthy and independent. They follow good hygiene routines and wash their hands before meals and snacks. Older children enjoy having age-appropriate responsibilities, such as helping dry up bowls in preparation for snack. Children skilfully peel oranges and select what they want

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need to do better?

to eat for lunch. This fosters children's confidence and readiness for the next stage of their learning. n The childminder helps children learn about the local community. She takes them to the local park and on trips to the farm. They learn about events, such as Mother's Day, St. George's Day and Chinese New Year. However, the childminder does not provide opportunities for the children to share their own cultures and those of their friends. As a result, children do not learn about the differences and similarities of the diverse cultures of those important to them. n The childminder supports her assistant to understand her roles and responsibilities. This includes giving her informal feedback and useful information to enhance her practice. The childminder and her assistant spend time discussing children's progress and what they need to learn next. This helps children to reach typical milestones for their age.

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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 strengthen the planning of adult-led activities to more precisely identify the aims for children's learning. n provide opportunities to support children's understanding of their own culture and the culture of others.

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Setting details

Unique reference number EY499674 Local authority West Northamptonshire Inspection number 10338373 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 8 Number of children on roll 8 Date of previous inspection 3 September 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Northampton. She regularly works with one assistant. The childminder operates all year round from 7am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 6 and early years teacher status. The childminder accepts the early years funding for children aged two, three and four years old.

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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 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 to discuss the childminder's intention for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder, the assistant, and the children. n The inspector and childminder carried out a joint observation of children engaged in an adult-led activity n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation 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

26 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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