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 Requires improvement

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The provision is good

The childminder provides a warm, welcoming environment for the children where they can have fun and develop a strong sense of belonging. Children confidently approach the childminder for help and support. For example, when children struggle to get the lid off the play dough, they ask for help, which is quickly given to them. Children enjoy rolling and pressing the dough, chatting to the childminder about the shapes they make. The childminder supports children's early mark- making skills. Children use whiteboard markers and pens to make pictures on paper and boards. They proudly show the childminder their artwork and confidently tell her who is in the picture and what they are doing.

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The provision is good

The childminder has high expectations for children's behaviour. Children listen to her and follow instructions easily. For example, they help to tidy away the play dough equipment when it is time for a snack and line up at the bathroom to wash their hands. Children develop skills towards becoming independent. The childminder encourages children to wash their hands before meals and to put on their shoes and coats ready to go outside, offering support as needed. Children enjoy using their imagination and play well in the role-play kitchen. They show good dexterity as they pretend to stir food and chop pretend vegetables. The childminder builds on children's understanding and skills as she encourages them to use safety knives to try cutting up fruit and salad items.

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need to do better?

n The childminder plans her curriculum to support children to have an enthusiastic attitude towards learning. She knows the children well and understands what they need to learn next. Overall, children are motivated to engage in learning and join in with the range of play activities on offer. However, the childminder does not implement all adult-led activities effectively, particularly for younger, less able children, to help them make the best possible progress. For example, a food activity is pitched too high for some children and limits their participation and learning opportunities. n The childminder helps children develop their literacy skills. She ensures children can access a range of fiction and non-fiction books and offers a story session every day. Children are observed to sit and look at books and chat to themselves as they do so. Children have opportunities to immerse themselves in the stories

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need to do better?

they hear. The childminder provides props and activities linked to familiar books, which children use to deepen their understanding of the story and to use their imagination. She also introduces new words to extend children's vocabulary, repeating words back to the children using the correct pronunciation where necessary. As a result, children become confident in using a range of vocabulary. n The childminder has worked hard to build on her practice since her last

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need to do better?

22 January 2025 inspection. She has sought the support of the local authority advisor, who has helped her target and drive improvement where necessary. She has completed a range of training to help improve her curriculum and secured her understanding of how to support any assistants should she work with them again. n Partnerships with parents are strong. The childminder shares ideas of how they can support their child's learning at home, offering advice around subjects, such as how dummies can hinder speech. She takes the time to listen to parents when they share what their child can do before starting her in care. She uses this information to plan an environment tailored to their individual needs. n The childminder plans appropriate activities to support children's physical skills. She offers resources, such as scissors, rollers and cutters, to help children develop their small-muscle skills in readiness for writing. The childminder praises

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need to do better?

the children as they handle and use the scissors appropriately as they cut dough. Children are supported to build their large-muscle skills as the childminder shows them how to balance on one leg and then on the other. n The childminder provides children with a range of meals and snacks to promote a healthy and balanced diet. All meals and snacks are served at the table, and a social occasion is encouraged. The childminder uses activities to help children understand foods that are 'good' and 'bad' for them. Children chat to the inspector about bananas and apples being 'good' for them and doughnuts being 'bad'.

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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 strengthen the planning of adult-led activities to support children's learning, particularly the younger, less able children, to help them to make the best possible progress.

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Setting details

Unique reference number EY539784 Local authority West Northamptonshire Inspection number 10332479 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 6 Number of children on roll 13 Date of previous inspection 18 January 2024

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Information about this early years setting

The childminder registered in 2016 and lives in Northampton. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a qualified primary school teacher. The childminder offers places to children in receipt of government funding.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the childminder through written comments. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

22 January 2025 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

22 January 2025 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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