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

Children show positive relationships with the childminder and her assistant. They are keen to play alongside them. Children show an understanding of the routine of the day that is embedded by the childminder, helping them to feel secure in her care. Older children are supported to understand about feelings and emotions. When the childminder asks them how they are feeling, children reply 'happy' and 'angry'. The childminder asks children questions to encourage them to confidently talk about why they feel a certain way. Children willingly share their thoughts.

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The provision is good

Children complete tasks on their own. For example, they are asked to wash their hands prior to eating and to put on their shoes before they play outdoors. Children listen and follow the childminder and her assistant's instructions. The childminder encourages children to be polite. For instance, when younger children want a cup of water that an older child has, she reminds them to say 'please'. This results in older children asking younger children what the magic word is when they ask for other toys. This reminder helps younger children to remember to say 'please', showing good manners. Children have opportunities to develop the muscles in their hands in preparation for early writing skills. For instance, the childminder offers them toy tweezers to use to pick up small pom-poms.

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need to do better?

n The childminder works in partnership with teachers when children move on to school. For instance, if children have additional needs, she gives teachers information about children's routines and toileting needs. This helps to promote children's emotional well-being and contributes to a seamless transition when they attend school. n The childminder and her assistant complete the same training courses. This helps them to extend their knowledge of how to support children to understand the importance of looking after their teeth. For example, some children have opportunities to brush their teeth. The childminder reads children stories about visiting dentists and provides experiences for them to engage in role play dentists. n Children are keen to share their achievements with the childminder. When they construct a tower using straws, they show excitement to share this with her. Children receive a 'high five' from the childminder to reward their efforts, helping

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need to do better?

to raise their self-esteem. The childminder's assistant supports children to understand how to share. For instance, she asks children to throw and catch balls with her and their peers in the garden. This results in children learning how to share. n The childminder completes accurate assessments of children's abilities and knows what they need to learn next. Overall, she interacts well with children

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need to do better?

28 August 2024 when she plays alongside them. However, sometimes, the childminder does not consistently use her knowledge of children's next steps in learning to precisely plan activities to further support their development. n Children are supported to develop a love of books. The childminder reads children familiar stories, leaving off the end of sentences for them to finish. This helps to maintain children's focus and engagement. The childminder provides activities that enable children to tell stories through their play, supporting their imagination. This includes providing water, cups, teapots and teabags where children pretend to make cups of tea for a tiger. n The childminder helps children to learn how they can keep themselves safe. For example, she talks to them about stranger danger when she walks with them in the street. Children tell visitors that if a stranger approaches them, they will tell

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need to do better?

a police officer or their mummy. n Children are supported by the childminder to think and identify problems in their play. For instance, when children are unable to fit a toy dinosaur into a toy truck, the childminder asks them why it will not fit. Children recognise that it is too big. n The childminder works in partnership with parents to support children's learning and development. She talks to them daily and shares information with parents about what their children need to learn next. She supports parents to continue children's learning at home. This includes providing them with books to read to their children to encourage their child's literacy skills.

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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 use knowledge of children's next steps in learning to more precisely plan activities to support their development.

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Setting details

Unique reference number EY463900 Local authority West Northamptonshire Inspection number 10351689 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 12 Number of children on roll 5 Date of previous inspection 8 October 2018

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Information about this early years setting

The childminder registered in 2013 and lives in Northampton, Northamptonshire. She operates all year round from 7am to 5.30pm Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder works occasionally with an assistant.

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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 and her assistant. 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

28 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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