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

Children are happy in the childminder's home and develop secure attachments. If children are hesitant on arrival, the childminder offers cuddles and reassurance. As they play, they are confident to talk to the childminder and visitors. Children scoop sand into containers and tell the childminder, 'It's a cup of tea,' and offer her drinks. When children make sand cakes, the childminder sings 'Happy Birthday' with them, helping to develop their language skills. The childminder talks to the children, engaging them in conversation, helping to develop their communication.

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The provision is good

Children strengthen their small muscles during purposefully planned activities. Older children use scissors confidently to cut paper. Younger children are offered help to make snips in paper. The childminder explains activities to children and demonstrates how to use resources. As a result, children smile and show delight when they are able to copy her, for example by peeling off the paper from stickers. This helps children to develop a 'can-do' attitude. Children strengthen their large muscles as they bounce on the trampoline and bouncy castle in the garden.

p.2

The provision is good

The childminder helps children to understand her expectations. For example, she teaches children how to care for animals in the setting. Children gently stroke the childminder's cat, while saying hello to it, and they give vegetable trimmings to the guinea pig.

p.2

need to do better?

n The childminder has a good understanding of child development. She gathers information from parents about their children when they join her setting. She uses this information and her own assessment to identify children's starting points. She completes progress checks when children are aged between two and three years that are shared with parents and health visitors. When children show gaps in their learning, the childminder closely monitors their progress. She liaises with parents and provides extra support, enabling all children to make good progress. n Since the last inspection, the childminder has reflected on her practice. Activities are purposefully planned to build on what children know and can do. The childminder revisits activities with children to continue to build upon their learning. For example, children have practised using scissors previously and, through repeated action, older children are now able to use scissors confidently.

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need to do better?

The childminder extends and adapts activities to meet the different developmental needs of children in her care. n The childminder has a calm, consistent approach and uses positive praise. Children behave well, playing happily alongside each other, sharing resources. They listen and respond to the childminder's instructions, following her routines

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need to do better?

20 March 2025 and boundaries. For example, when children attempt to leave the table before finishing food, they listen to her instructions to remain seated. The childminder is a good role model, and children show care for their environment as they help her tidy up after activities. n During activities, children are encouraged to try to do things for themselves, with the childminder offering help and demonstrating how to use resources when needed. As a result, children persevere at activities and show good levels of concentration. n The childminder supports healthy lifestyles. She provides healthy meals and fresh drinking water. However, when attending to self-care tasks, such as wiping noses and washing sticky hands, the childminder does not encourage children to attempt these tasks for themselves and does not explain the reasons for these actions. As a result, children do not learn to manage their own self-care.

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need to do better?

n Children's language and communication skills are supported. The childminder gives narrative to children's play and introduces new vocabulary. As a result, children are confident talkers and talk to themselves and others during play. The childminder models correct pronunciation when children are learning to talk. n Parents comment that they are 'so happy they found the childminder', and they 'could not recommend her enough'. They say the childminder supports parents too. The childminder regularly shares information with parents about their children's learning and development through discussion and through an online app. n The childminder keeps her knowledge up to date through completing online courses. For example she recently completed a special educational needs e- learning course to further support children's learning and development. She reflects on practice and monitors children's progress across the seven areas of

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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 teach children how to attend to their self-care needs independently.

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Setting details

Unique reference number EY496838 Local authority West Northamptonshire Inspection number 10352917 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 3 Number of children on roll 4 Date of previous inspection 2 May 2024

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Information about this early years setting

The childminder registered in 2016 and lives in the Parklands area of Northampton. She operates all year round from 9am to 4pm, Tuesday to Thursday, except for family holidays.

p.4

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Written feedback from parents was reviewed by the inspector, who took account of their views. n The inspector carried out a joint evaluation of an activity with the childminder. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language.

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Inspection activities

20 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

20 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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