Childminder in North Northamptonshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children have warm relationships with the childminder and show how settled and safe they feel as they go to her for cuddles. They move freely around the setting and play with their friends. Children behave well, and the childminder encourages them to share and take turns with others. The childminder provides positive praise to children when they complete tasks or are kind to their friends. This helps them to learn and understand how to behave. Children become increasingly independent as they wash their hands before eating and serve their own snack. Older children demonstrate their confidence as they talk to the childminder and answer questions about what they want to do next. However, the childminder does not consistently support young children with their communication and language development.

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The provision requires improvement

Older children enjoy reading books and listening to stories that the childminder reads. However, younger children are not always engaged in planned, purposeful play. The childminder does not fully consider babies' learning needs when planning activities and she does not always provide age-appropriate resources. Younger children often do not show high levels of curiosity, concentration and enjoyment during learning experiences.

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need to do better?

n Older children benefit from well-planned activities which focus on them becoming ready for school. The childminder carefully plans these activities to provide adequate challenge to older children and build on what they already know and can do. However, the childminder is less confident with the planning and delivery of activities for younger children. She struggles to adapt and tailor her activities for younger children and consequently activities are too difficult. Young children frequently lose focus and disengage with activities. They move around the room in search of something else to do. n The childminder promotes children's physical development skills. Children enjoy completing a range of puzzles. The childminder supports them to twist and turn pieces to solve the puzzle. Older children carefully use tweezers to collect small beads and put them into a jar, replicating patterns of different colours the

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need to do better?

childminder provides. The childminder encourages children to develop their small muscles as they use their fingers to pick up small pegs and arrange these in different shapes on a board. n The childminder supports older children's communication and language skills well. She asks them questions which promote independent thinking and problem-solving. Children take their time to reflect and think about what they would like to say. However, younger children do not consistently benefit from high-quality interactions. The childminder models words using baby speak such as 'ta' instead of 'thank you'. The childminder focuses on very young children

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need to do better?

6 May 2025 learning words for different colours rather than prioritising key vocabulary. This does not support them to further develop their emerging language skills. n The childminder supports older children with their mathematical development. They benefit from frequent opportunities to practise their counting. Older children are beginning to recognise small quantities of objects and understand how many this represents. The childminder provides activities to support children to understand weighing and measuring. Children work together to place heavy or light objects on the scale to make it balance. n Parents describe the childminder as friendly and say that their children enjoy attending the setting. The childminder shares information with parents about what children have eaten and activities they have enjoyed. However, parents do not yet feel well informed about their child's learning and development. The

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need to do better?

childminder does not inform parents about what their children need to learn next, or how they can support this learning at home. n The childminder and any assistants she may work with attend training. For example, the childminder recently attended a training course to learn how to support children who may have special educational needs and/or disabilities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Due date

plan and implement an ambitious curriculum that meets every child's individual learning needs and enables them to make the progress they are capable of. 07/06/2025

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should:

n improve the support for younger children to further develop their speech and language skills n further develop parental partnership to help parents support their children's learning at home.

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Setting details

Unique reference number EY538503 Local authority North Northamptonshire Inspection number 10380447 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 14 Number of children on roll 25 Date of previous inspection 10 June 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Kettering, Northamptonshire. She operates from 7.30am to 5.30pm, Monday to Friday, all year round. The childminder works alongside several assistants. She provides provides funded early years education for children aged two-, three- and four-years-old.

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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 early years foundation stage curriculum. n The inspector talked to the assistants at appropriate times during the inspection and took account of their views. 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 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. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

6 May 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

6 May 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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