Dickens, Melissa 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 Good

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The provision is good

Children develop close bonds with the childminder, who gets to know the children well. She provides an environment that is warm, relaxed and inviting, helping children to feel safe and secure. Children arrive looking forward to a day of activities that support their learning and development. For example, children delight in creating art using paint pens. The childminder guides them in identifying the different colours they create as they mix colours.

p.2

The provision is good

Children benefit from going out into the local community, where they receive an array of opportunities to socialise with other children and meet new people. For example, they attend toddler groups, visit soft-play centres and take walks in the local area. This helps to develop children's confidence and promote their social skills. Children gain an understanding of how to stay safe when out and about as the childminder helps them learn about road safety. The childminder speaks in a calm and caring manner and uses praise and encouragement to promote positive behaviour. Children learn to listen to each other and take turns as they play games and join in with activities. They are encouraged to help with tasks such as tidying away their toys and collecting their belongings.

p.2

need to do better?

n The childminder gathers information from parents before children start and offers settling-in sessions that meet individual children's needs. The childminder has flexible routines that fit around children's personalised care needs, especially those of babies. This helps children to settle in quickly. n The childminder knows the children well. She accurately tracks children's development from their starting points and plans experiences that build on what they need to learn next. However, the childminder does not consistently challenge children's thinking as she often asks questions children can easily answer. n Overall, the childminder provides a broad curriculum with a strong focus on communication and independence. Children take part in a wide range of experiences to support their overall learning and development. However, the curriculum for mathematics is not as well embedded as other areas of learning.

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need to do better?

This means that children do not always practise key mathematical concepts such as counting. n Children's communication and language skills are supported. The childminder models language and provides a narrative as children play. She introduces new words as she plays alongside them. For instance, as children wash the dolls, the childminder names each body part and introduces new vocabulary, such as lather and rinse. n The childminder ensures children benefit from fresh air and exercise daily to

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need to do better?

13 February 2025 support their physical development. Outside, they learn to balance and negotiate space as they climb apparatus. They build stamina as they go for daily walks. Inside, children move their bodies to music, eagerly jumping around and stretching up high as they copy the actions. Babies enjoy exploring baskets of textured toys. They giggle as they throw balls to the childminder, developing their arm strength and coordination. n The childminder has a calm and consistent approach when supporting children's behaviour. She uses lots of positive praise, such as 'well done' and 'good job'. As children play games, she encourages them to take turns and share. She gives clear instructions, helping children to develop their independence skills. Young children have daily opportunities to do things for themselves, such as putting on their coats, feeding themselves at lunchtime and finding their bags.

p.2

need to do better?

n Partnerships with parents are good. Parents speak positively about the childminder and say their children are happy to attend. They are kept up to date with their child's day through shared photos and daily conversations at the end of the day. However, the childminder does not consistently share children's next steps in learning with parents so that they can continue learning at home. n The childminder keeps her knowledge and skills up to date by attending regular training to enable her to improve learning for children. For example, she has recently attended training in diversity and inclusion, which has helped her to promote this in the setting. The childminder ensures any assistants they work with attend relevant training.

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 precisely on the learning intentions for older children during activities to help maximise their learning n enhance the curriculum for mathematics to give children a better understanding of mathematical concepts n share next steps in children's learning with parents so they can continue learning at home.

p.3

Setting details

Unique reference number EY356034 Local authority North Northamptonshire Inspection number 10368367 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 22 Date of previous inspection 18 March 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Corby, Northamptonshire. The childminder works with an assistant. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, her assistant and the children. n The inspector and the childminder carried out a joint observation of an adult-led activity. n 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

13 February 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

13 February 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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