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 Not applicable

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The provision is good

Children have opportunities to learn about similarities and differences between themselves and others. For instance, the childminder makes jigsaw puzzles from photos of all of the children. She asks children to work together to find pieces of the puzzle. Children recognise different facial features of themselves and their peers and attach the pieces together. Children are supported to develop their communication skills. For example, when older children say words incorrectly, the childminder repeats the words correctly, helping them to hear the pronunciation. When the childminder talks to younger children, she uses simple words that help them to understand the name and colour of the objects they play with.

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The provision is good

Children are supported to learn new skills, such as how to use ziplock bags. The childminder shows children first and then encourages them to try themselves, holding the bottom of the bag and explaining what they need to do. Children persevere and do this on their own, smile and show a positive attitude to completing something new. This contributes to developing the muscles in their hands in preparation for writing. Children are supported by the childminder to take turns when they complete tasks. This includes asking them to wait until it is their turn to wash their hands prior to eating. Children decide between themselves who will go next as they wait.

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need to do better?

n The childminder shares information with parents about children's daily routines and achievements, helping to keep them informed about their child's day. She supports parents to continue their children's development at home, such as to play games with their children to encourage them to share. This helps to provide a united approach to supporting children's development. n Children receive praise from the childminder for showing positive behaviour. For instance, when they thank her when she hands them a drink, the childminder praises children for being polite. When children play cooperatively with toys and resources, she praises them for playing well together. This helps children to recognise her expectations for their behaviour. n The childminder offers children a wide range of toys and resources to encourage them to follow their interests, promote their imagination and to learn through play. For example, she offers children wooden rulers to play with. They use

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need to do better?

these to make letters of the alphabet that are in their name. However, the childminder does not support children to recognise the sounds that these letters represent, to help build on their literacy skills in preparation for their move on to school. n The childminder gathers feedback from parents when evaluating her provision and the experiences she offers children. Recent changes include erecting a

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need to do better?

19 August 2024 canopy in her garden to enable children to play and learn outdoors in all weathers. n Children are supported to learn about the importance of oral hygiene. For instance, the childminder provides activities for them to learn how to use toothbrushes, such as brushing the teeth on toy dinosaurs and dolls. Children show their understanding of foods that they should avoid to keep their teeth healthy, such as sugar. n The childminder shares information with teachers about children's care and learning when they move on to school. This helps to support consistency for their development. She gathers information from other early years settings that children previously attended when they first start. This helps the childminder to understand children's individual needs and to plan for their development. n The childminder sits with children when she uses the internet to research information. This contributes to promoting their safety. She finds out about

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need to do better?

lavender plants and shares with children that parts of a lavender plant can be eaten. This helps to build on their knowledge of this plant. However, the childminder does not support older children to recognise and know what to do if they encounter potential risks when they use the internet at home. n The childminder extends her professional development to meet children's needs. For example, other professionals show her how to use equipment to meet children's health needs. The childminder completes training courses to extend her knowledge of how to build on children's learning. For instance, recent training helps her to identify how to support children's knowledge of recycling when they play with cardboard tubes and egg boxes.

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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 support older children to recognise the sounds represented by letters of the alphabet n help older children to learn how to recognise and understand what to do if they encounter potential risks when they use the internet at home.

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Setting details

Unique reference number 2756844 Local authority North Northamptonshire Inspection number 10349446 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 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Rushden, Northamptonshire. She operates all year round from 7am until 5pm, Monday 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 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 and evidence of the suitability of persons living in the household. 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

19 August 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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