Crask, Sarah Jane

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 settle quickly when they arrive at the childminder's home. They say goodbye to their parents happily. The childminder has ongoing conversations with parents about their children's development and daily discussions about how children have slept and what they have eaten. There is a strong partnership between parents and/or carers and the childminder.

p.2

The provision is good

The childminder has a secure knowledge of how children learn and develop. Activities are planned well to support the individual needs of children and to help children to develop in the next stages of their learning. As a result, children spend sustained periods of time exploring the different opportunities on offer. For example, children spend time identifying different insects using photograph cards. They are keen to share their knowledge with the childminder and with visitors to the childminder's home.

p.2

The provision is good

The childminder has consistent expectations and children know the routines of the day well. This helps children to feel safe and secure as they know what is happening now and what is going to happen next. For example, on arrival, children self-register and use emotion picture cards to share how they are feeling. The childminder sensitively asks children about different feelings, such as being happy, angry or tired.

p.2

need to do better?

n Since her last inspection, the childminder has engaged positively with support offered from the local authority. She now has a secure understanding of developing an effective curriculum for children so that they are well prepared when the time comes for them to go to school. The childminder has considered the sequence of the curriculum and the small steps that children need to take to achieve a task, such as dressing themselves independently. n The childminder encourages children to try a variety of meals and snacks by involving them in food preparation. For example, she provides children with opportunities to prepare their snack and lunch each day. Children use knives, with supervision, to cut up strawberries to eat at snack time. They tell visitors to the childminder's home about how they make tacos and what sauce they use. This provides children with the opportunity to try different foods and develops

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need to do better?

their understanding of healthy eating. n The childminder recognises the importance of building children's communication and language skills. She interacts with children positively and introduces new words to children as they play. For example, children learn about the Arctic and the names of different continents. However, at times, the childminder asks children too many questions in quick succession. This means that children do not

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need to do better?

11 December 2024 always have enough time to fully respond with their thoughts and comments. n The childminder supports children to behave in a positive way. She recognises when children find turn taking and sharing more difficult and plans different games to support children to take turns. Over time, children begin to understand the concept of taking a turn at a game, and say to the childminder excitedly 'it is your turn now'. The childminder reminds children to say 'please' and 'thank you', and praises children when they remember to say this themselves. n The childminder is skilled at incorporating aspects of mathematical development into children's play. For example, she helps children to understand 'bigger' and 'smaller' when working out who has the most cards in a pile during a game. The childminder addresses misconceptions as they occur. When children count incorrectly, she reminds them to go back and count again and suggests they

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need to do better?

point to each item as they count to help. n Parents comment positively about the childminder and the care she provides. They say that their children have become much more independent since being with the childminder. Parents say that their children love to attend and often ask to go on a day where they are not due to attend. Parents appreciate the daily conversations that they have with the childminder about what children have been doing. The childminder shares photographs with parents throughout the day. n Children actively seek out the childminder to engage with them as they play. Many relaxed interactions take place between the childminder and children. Children spend time making pictures and invite the childminder to do so alongside them. On occasions, the childminder tells children what and how to draw, so children do not yet develop their own ideas.

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 provide more time for children to respond to questions, to promote further discussion n allow children to develop their own ideas during creative activities.

p.3

Setting details

Unique reference number EY402151 Local authority West Northamptonshire Inspection number 10364716 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 4 Date of previous inspection 8 August 2024

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Information about this early years setting

The childminder registered in 2009 and lives Daventry, Northamptonshire. She operates her childminding provision from 7.45am until 5pm, Monday to Friday, all year round, except for bank holidays and family holidays. She holds an appropriate early years qualification at level 3. The childminder provides early education funding for children aged two, three and four years.

p.4

Inspection activities

n The inspector observed the quality of education and the impact this has on children's learning. n The inspector viewed the premises used for childminding and discussed how the childminder ensures that they are safe and secure. n The inspector spoke to children during the inspection to find out about their time with childminder. n The inspector viewed written feedback from parents. n The inspector completed a joint observation with the childminder. n The childminder viewed a sample of key documentation on request.

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Inspection activities

11 December 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

11 December 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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