Childminder in North 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 Good

p.1

The provision is good

Children are happy and secure in the calm and friendly atmosphere of the childminder's home. They enter eagerly and settle quickly to play with toys and resources that motivate them to learn. For example, children spend significant periods of time creating an environment for model animals, using rice, leaves and twigs that they arrange on a play mat. Children listen carefully as the childminder gives clear explanations about the characteristics of the creatures. For instance, he talks to them about where milk and eggs come from. Children are curious and active learners who concentrate very well, relative to their ages.

p.2

The provision is good

Children show growing confidence as they develop their social skills through interactions with their friends and adults, including visitors. They chat with each other as they play and ask for help from the childminder when they need it. Children are polite because the childminder uses good manners, saying 'please' and 'thank you'.

p.2

The provision is good

Older children gain independence skills ready for school. For example, they find their own coats and shoes and put these on in preparation for outdoor play. The childminder encourages young children to start to look after their own needs, such as feeding themselves at mealtimes.

p.2

need to do better?

n The childminder supports children to practise their listening skills and ability to distinguish between sounds. One example of this is when they play a guessing game with musical instruments, including shakers, tambourines and xylophones. The childminder asks children to cover their eyes and focus carefully on identifying which instrument is being played. Children have fun and are fully engaged. n The childminder ensures that children enjoy fresh air and exercise every day. He introduces them to games, such as rolling balls to knock over skittles. Children develop their muscles as they push themselves along on ride-on toy vehicles. This helps to support their good physical development. n Partnerships with parents and other settings attended by children are effective. Parents appreciate the experiences that children have, such as visiting local parks and going on nature walks. They feel that they know about their children's

p.2

need to do better?

progress because of the childminder's regular communication with them. The childminder supports parents to continue children's learning, such as toilet training, in the home. n The childminder provides a range of enjoyable activities that support the development of children's good communication and language skills, including those children who speak English as an additional language. For example,

p.2

need to do better?

26 March 2025 children play games where they take turns to successfully name parts of the body, colours and animals. However, the childminder does not help older children to build on their vocabulary. For example, he does not introduce rich, descriptive language for older children to use. n The childminder gives children opportunities to practise their early mathematics skills, such as counting. For example, children work out how many fingers they have on each hand. However, on occasions, the childminder does not give children time to think about more challenging questions. For instance, when asking children how many toes they have, he intervenes too quickly for them to answer accurately. n Children follow good hygiene routines, such as washing their hands before mealtimes. The childminder talks with them about cleaning their teeth. Children learn about self-care. For example, when children say that they want to play

p.2

need to do better?

outdoors, the childminder asks them to find what they need before they go outside. He praises their efforts, giving them 'high fives'. n Children have a wealth of opportunities to practise their mark-making skills. The childminder provides a range of materials, including chalk boards, pens and paints. Children develop their fine motor skills, such as when they roll and cut dough with plastic knives and shape cutters. Older children show an interest in recognising and copying letters in their names. They identify letters in familiar books. This helps to support the development of their good early literacy skills. n The childminder keeps his skills and knowledge updated, for example, by completing online learning. He plans to continue with further professional development. He works closely with the other childminder at his home to ensure that improvements continue to be made.

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 strengthen interactions with children to allow them plenty of time to think and answer questions n provide more opportunities to extend and enhance older children's vocabulary, including the use of descriptive language.

p.3

Setting details

Unique reference number EY543634 Local authority North Northamptonshire Inspection number 10380762 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 11 Date of previous inspection 21 June 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Kettering, Northamptonshire. He works with his wife, who is also a registered childminder. They operate their provision all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for free early years education for children age nine months upwards.

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 The inspector and the childminder carried out a joint observation of a communication and language activity. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

26 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.

p.4

Inspection activities

26 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6