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 Not applicable

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The provision is good

Children appear happy and secure within the childminder's welcoming home. The childminder forms strong attachments with the children. She interacts warmly with the children as they explore the variety of activities on offer. The childminder makes learning experiences fun. For example, children excitedly join in dancing alongside the childminder and follow her instructions as they move their bodies. The childminder has high expectations for children's behaviour and development. She ensures that the curriculum is embedded in practice. The childminder supports children to become confident, independent and curious learners. Children display a positive attitude towards their learning and behave well.

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The provision is good

Children enjoy plenty of opportunities to learn, explore and exercise outdoors. The childminder takes children on regular outings. Children explore the parks and woodlands nearby. They go on walks to school and around the local community. This supports children to develop their understanding of the wider world. Children confidently discuss their previous experiences. For example, they recall a recent walk where they collected conkers that looked like 'hedgehogs' in their horse chestnut shells. The childminder supports children to develop their understanding of numbers and quantity. Children count their conkers and group acorns together with support from the childminder. Children are encouraged to be independent and persistent. They attempt to open lids and packaging as they access their lunch boxes. The childminder praises them for their achievements.

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need to do better?

n The childminder knows the children in her care well. She plans activities that children enjoy. However, on occasions, activities are not planned carefully enough for all children's specific learning and development. Therefore, some children become uninterested and return to familiar toys. This prevents all children from making the best possible progress from planned experiences. n Children's speech and language are supported constantly by the childminder. She introduces new vocabulary through play. For example, two-year-old children confidently discuss 'open' and 'shut' as they fill containers with dried lentils during tactile play. n The childminder forms strong relationships with parents by a variety of means, including discussions and an online application. Parents speak highly of the care and education their children receive. They discuss the 'dedication' the childminder displays in her role. Others comment on the excellent

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need to do better?

communication they receive in relation to children's learning and development. n Children are encouraged to think critically by the childminder. For example, the childminder encourages the children to think about what would enable them to open horse chestnut shells. Children venture off eagerly to find objects, such as

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need to do better?

16 October 2024 plastic knives stored in the role-play area. This supports children to develop deeper thinking and become active learners. n The childminder is nurturing and supports children's emotional well-being. Children display that they are happy and content. They seek out the childminder to share experiences and ask for help and reassurance when needed. n The childminder has clear expectations of children's behaviour. When children occasionally show unwanted behaviour, the childminder reminds them of her expectations. However, the childminder does not always explain how their behaviour may make others feel. This prevents children from understanding how their behaviour impacts their friends. n The childminder shows a strong commitment to continually improving her skills and practice. She attends face-to-face training and joins online training to ensure that her professional development is ongoing.

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need to do better?

n The childminder helps children to learn about differences and diversity. She supports children to understand the wider world through a variety of experiences. For example, children celebrate cultural festivals different to their own and enjoy foods from different countries. n The childminder plans activities to support children's physical development. Children learn new skills as they climb using large climbing equipment and join adult-led activities. For example, children focus intently as they create 'hedgehog spikes' using small pasta shapes. They carefully manipulate the pasta and add it to play dough. This activity helps children develop the small-muscle skills that are needed for holding a pencil and future writing. n The childminder has a strong understanding of child development. She completes regular assessments of what children know and can do. The childminder concentrates on supporting any gaps in learning through activities.

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need to do better?

She shares this information with parents to further enhance children's learning at home.

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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 plan more precisely to accelerate children's learning based on their individual interests and stage of development n support children with clear explanations to understand the impact of their actions, including how others may feel.

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Setting details

Unique reference number 2760769 Local authority West Northamptonshire Inspection number 10349458 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and was lives in Towcester, Northamptonshire. She was previously registered with a childminding agency in 2022. The childminder operates term-time only, from 8am to 5.30pm, Monday to Thursday. The childminder provides government funded places for children aged nine months to three years.

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Inspection activities

n The inspector observed interactions between the childminder and the children. n The children spoke with the inspector during the inspection. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rational for their curriculum. n The parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

16 October 2024 16 October 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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