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 Inadequate

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The provision is good

Children are happy and busy at the childminder's home and quickly become familiar with the daily routines. The childminder knows the children well. For example, she recognises when they are hungry, tired or need a change to their activities. Children develop independence skills. They learn to peel their own satsumas at lunchtime and confidently choose from the toys and activities that are provided for them. The childminder helps children to work cooperatively together. During messy play, children watch what their friends are doing and are keen to do the same. The childminder and her assistants comment on how well children play together. They recognise and praise children's achievements, which contributes to them learning to respect one another and build friendships.

p.2

The provision is good

Children enjoy it when the childminder and her assistants play alongside them. The childminder successfully extends children's interests and learning. When children are interested in a toy lizard but are hesitant to touch it, the childminder provides reassurance that it is a toy and they can pick it up. She shows them a picture of a lizard in a book. Children are curious and talk about a lizard eating leaves. The childminder adapts activities to ensure that all children present can take part. She enables younger children to access messy play in trays on the floor, so they can join in safely.

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need to do better?

n The childminder has taken swift and positive steps to address the actions raised at the last inspection. She has increased her knowledge of how to lead and manage her setting. The childminder's curriculum is now sequenced effectively to promote each child's learning. The childminder works effectively with her assistants. They communicate with each other throughout the day, which helps ensure that routine tasks are completed and children's care needs are met. n The childminder and her assistants know the children well. The childminder offers activities that follow children's interests and builds on the knowledge they already have. Children are excited to explore and build with construction bricks. The childminder talks to them about how they are building. She introduces simple mathematical language as she comments on how tall the tower is getting. The positive involvement from the childminder and the assistants contributes to

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need to do better?

children being confident to play and explore. n Children are eager to join in with activities and, with support from the childminder, they grow in confidence to try new experiences. With reassurance and encouragement, children enjoy messy play. They show interest and concentration as they make marks and explore different textures. However, sometimes, the childminder steps in to suggest other ways to play and adds more items before the children have finished exploring their own ideas.

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need to do better?

26 September 2024 n Overall, the childminder and the assistants successfully promote children's communication and language skills. During messy play, they use descriptive words such as 'squishy' and ask questions to encourage children to think about how things feel, such as slimy and slippery. Occasionally, however, the childminder speaks very quickly, which results in some children not being able to keep up with the conversation. n Over time, the childminder and the assistants help children to recognise and manage their feelings. They provide positive encouragement for children to be kind to one another and use their words to explain what they want. The childminder and the assistants ensure that they listen to children and give them time to express their feelings. Children are curious. They enjoy searching for the toys they want. Children are eager to help tidy away; they smile when they receive a 'high five' as they carefully put the books back on the shelf.

p.2

need to do better?

n The childminder and the assistants have a gentle and caring approach to the children. They help children settle in when they start attending. Children form secure, positive relationships with the childminder and the assistants; when children are upset, they snuggle up with them for cuddles and quickly become calm before returning to their play. n The childminder works in close partnership with the children's parents. She keeps parents updated about the children's activities, what they are learning and their care routines. Parents are consulted about what their children need to learn next. The consistent approach between the childminder and the parents contributes to children's well-being and feelings of belonging.

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 focus more closely on ensuring that children have time to fully explore their own ideas during activities n enhance the interactions with children to promote and encourage their conversational skills.

p.3

Setting details

Unique reference number 2762517 Local authority North Northamptonshire Inspection number 10355801 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 9 Number of children on roll 8 Date of previous inspection 28 May 2024

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Information about this early years setting

The childminder registered in 2023 and lives in Corby, Northamptonshire. She operates for 51 weeks of the year, from 5am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with assistants. Of whom, one has a level 3 qualification. The childminder provides funded care and early education for children aged from nine months up to three years.

p.4

Inspection activities

n The childminder talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to the assistants at appropriate times during the inspection and took account of their views. n The children spoke to the inspector during the inspection. n The inspector observed interactions between the childminder, both assistants and the children. n The inspector carried out a joint observation with the childminder.

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Inspection activities

26 September 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

26 September 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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