Crofts, Donna Michelle

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

p.1

The provision is good

The childminder regards getting to know children and their families as of the utmost importance. She finds out all about children's interests, likes and dislikes before they start with her. Parents attend settling-in sessions with their children, which gives them opportunities to share as much information as possible about their children. When children start, they settle quickly as the childminder knows about their routine at home and follows this as much as possible.

p.2

The provision is good

The childminder has strong relationships with the children she cares for. She is very attentive towards their needs, quickly recognising when they are becoming upset or if they may feel hungry or tired. Young children cuddle into the childminder as she picks them up and they settle down quickly to sleep.

p.2

The provision is good

The childminder talks to children's parents and observes children to identify what they already know and can do and what they need to learn next. Children make good progress. The childminder skilfully incorporates aspects of the next stage of children's development into their play. For example, for young children who are confidently cruising around furniture, she places exciting and motivating interactive toys carefully around to encourage children to move in different ways between them.

p.2

need to do better?

n The childminder demonstrates a strong and consistent commitment to her continued professional development. Since her last inspection, she has attended a range of different training courses to develop her knowledge and skills. The childminder considers the impact of these courses on her practice. For example, she spoke of how a recent course on supporting children with special educational needs and/or disabilities has given her a better understanding of the ways that children may communicate. The childminder considers how she wants to develop her practice even further, for example, by developing her outdoor provision so it can be accessed by children in all weathers. n Parents comment that the childminder has daily contact with them about the activities their children have taken part in. They say that they are also informed about what their child has eaten and how long they have slept for. Parents know

p.2

need to do better?

what their children's next steps are and feel able to approach the childminder to speak about any concerns they may have at home. They regularly share photographs of what children have been doing at home. The childminder uses this information to talk to children or plan further activities to extend their learning. n The childminder supports children to be as independent as possible. Older children wash their hands and dry them with little support. Young children are

p.2

need to do better?

19 March 2025 shown by the childminder how they can put their socks back on their feet. The childminder shows children what to do and then gives children a chance to attempt it themselves. At snack time, children use knives to cut up strawberries, with increased confidence. Children are well prepared for when they eventually transition to school. n The childminder understands the importance of children developing their communication and language skills. She interacts with children as they play, and enthusiastically asks them lots of questions in quick succession. Children do not always have time to respond before the childminder asks a further question. n The childminder encourages children to share and be kind to others. She models how to share different toys with their friends. When minor disagreements occur, she talks to children about how they are feeling and how they could resolve the problem. The childminder is a positive role model to children and prompts them

p.2

need to do better?

to say please and thank you. Children are learning to use manners. n The childminder incorporates many aspects of mathematical development into children's play. She talks to children about a pipette being full or empty as they fill it up to squeeze water onto cornflour. Children develop their problem-solving skills. For example, when the top of the pipette falls off, children persevere for sustained periods of time to put it back on.

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 and develop their speaking skills.

p.3

Setting details

Unique reference number 141509 Local authority West Northamptonshire Inspection number 10389569 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 8 Date of previous inspection 16 November 2018

p.4

Information about this early years setting

The childminder registered in 2000. She lives in Yardley Gobion, Northamptonshire. The childminder holds a relevant qualification at level 3. She cares for children from Monday to Friday, 7.30am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder provides funded early education.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector spoke to children to find out about their time at the setting. n The inspector viewed written feedback from parents and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

19 March 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

19 March 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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