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

p.1

The provision is good

Children show an understanding of the routine of the day when other children arrive. When they hear the doorbell, children go with the childminder to welcome their peers. Children help the childminder to close the door when parents leave. This shows that they feel confident and comfortable in the childminder's care. Children show positive relationships with the childminder. For instance, they hide behind curtains on a playhouse and say 'boo' to the childminder. This initiates the childminder playing a game of peekaboo with children as they smile and laugh together.

p.2

The provision is good

The childminder ensures that children wear sun cream and hats when they play in the garden, promoting their safety when they play outdoors in sunny weather. She praises younger children for sitting still as she applies sun cream to their arms, face and legs, helping them to recognise their positive behaviour. Children are supported to develop their physical skills. For instance, older children copy the childminder as they learn how to use tools to lift spaghetti, developing the muscles in their hands. The childminder holds onto younger children's hands and shows them how to jump in and out of a hoop, helping to develop their balance and coordination.

p.2

need to do better?

n The childminder places a strong focus on supporting younger children's communication and language skills. For example, she sings songs to younger children to encourage their speaking skills. When the childminder plays alongside children, she talks to them about what they are doing. For instance, she says 'in' when younger children place a toy ice-cream into a hole. Children repeat words back to the childminder. n The childminder uses personal care routines to help form secure bonds with children. For instance, when she changes younger children's nappies, she talks to them about what she is doing, helping to make this a positive experience for them. n Children are supported to keep their teeth clean. For instance, the childminder asks parents to bring children's toothbrushes and toothpaste to enable her to support them to brush their teeth after meals. n Prior to children starting, the childminder meets parents and children at play

p.2

need to do better?

centres. This helps her to get to know parents and their children before she invites them to attend settling-in sessions in her home. Children become familiar with the childminder and her home, helping them to settle. n Parents say that their children are learning new things every day. The childminder shares photos with parents of activities their children enjoy. She supports parents to continue children's learning at home. This includes asking them to support younger children to develop their physical skills.

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need to do better?

29 August 2024 n The childminder uses information about children's prior learning, alongside her own observations and assessments of children's learning, to help identify what they need to learn next. However, occasionally, when the childminder plans activities, she does not minimise distractions to help maintain children's focus and engagement. This will help them to learn as much as possible from the learning experiences offered. n When children move on to school, the childminder shares a transition report with teachers to help them understand children's levels of development. This helps to promote consistency in supporting children's learning. The childminder helps children to be emotionally ready for their move on to school. For instance, she shares books with them about going to school and takes them to see the school. This contributes to children becoming familiar with the building. n Children can access their own resources when playing. However, sometimes, the

p.2

need to do better?

childminder does not fully support younger children to begin to complete tasks by themselves. One example is when she lifts younger children to the kitchen sink to wash their hands while offering older children a step to do this by themselves in the bathroom. n The childminder supports children's behaviour well. For example, she uses distraction when two younger children want to play with the same toy. The childminder asks older children to work as a team to set up games. They play games cooperatively.

p.3

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 reduce distractions when implementing planned activities to help children to maintain their focus and engagement n provide further opportunities for younger children to complete tasks by themselves.

p.3

Setting details

Unique reference number 2629923 Local authority North Northamptonshire Inspection number 10308615 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Wellingborough, Northamptonshire. She operates all year round, from 7.30am 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 occasionally works with an assistant.

p.4

Inspection activities

n This was the first routine inspection the childminder has 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 interacted 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. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.5

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

29 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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