Childminder in North Northamptonshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children excitedly arrive to this welcoming and nurturing setting. They have built wonderful bonds with the childminder, who gets to know them well. Children show they feel safe and secure in her company as they quickly settle into play.

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The provision is good

The childminder plans a varied and exciting curriculum, which has a strong focus on independence. For example, before going outside, young children dress themselves in their mud suits and help each other with their shoes. They tell each other how they are going to 'explore the garden', showing a highly positive attitude to learning. Children are quick to help each other during play. For example, young children offer babies a spoon so they can scoop sand into water. The childminder uses these opportunities to help children understand emotions, explaining how sharing makes their friends feel happy. The childminder consistently supports children to have a go and do things for themselves. For instance, children learn how to mix paint to make their chosen colour. They proudly pump two colours into a pot and mix, saying, 'Look, I have made orange.' This helps children to develop and embed new knowledge.

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The provision is good

The childminder uses clear and supportive instructions to help children to master tricky tasks. For instance, she shows young children how to use their thumbs to peel bananas or to push down the plastic frog to make it jump. She offers lots of praise and encouragement and encourages children to celebrate each other's achievements. This creates an extremely friendly and positive atmosphere.

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need to do better?

n The childminder has high ambitions for all children. She uses assessment effectively to identify gaps in their learning and plans activities based on what children need to learn next. However, although the childminder offers coaching and support to any assistants who work with her, she does not always share the learning intentions for the activities she plans. Therefore, on occasion, activities are not delivered as well as they could be. This means that sometimes children do not fully benefit from the intended learning. n The childminder uses her expert understanding of speech sounds to support language development using specific techniques, such as syllable claps. Through conversations, songs and stories, she introduces new vocabulary into children's play. For instance, as children pour glue, she explains that it is 'transparent'. Children are given time to think and process information before they respond to

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need to do better?

questions. This ensures that children are confident communicators and can articulate themselves well. n The childminder promotes a positive attitude to learning and encourages appropriate behaviour by offering activities tailored to their needs and interests.

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need to do better?

9 June 2025 For example, children are motivated to join in singing and music experiences. They joyfully select different nursery rhymes from a song sack. Children wait their turn and call out the next child's name. This practice helps them understand turn-taking and recognise when it is their turn, promoting patience. n The childminder skilfully embeds a range of mathematical terms and concepts into children's play. For example, as children build a tower, the childminder uses descriptive words, such as 'short' and 'tall'. She encourages children to find a specific number of frogs and helps them to match quantities to a numeral. This helps to develop children's concept of number and size. n Young children demonstrate impressive self-care and independence. On arrival, they know where to place their belongings. They store their water bottles on the self-care station, where they are also able to use a tissue to wipe their nose.

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need to do better?

Children know to wash their hands before snack and skilfully cut up their own fruit before helping to tidy up. These skills help children to be ready for the next steps of their education. n The childminder supports children's physical development well. Children build on their hand strength as they use spoons to scoop sand and water, and pipettes to squeeze the water. The childminder teaches them how to use tweezers to pick up small items hidden in the sand. The childminder takes children on daily walks to parks and play areas, where they can practise climbing, balancing and running. This helps build on children's strength and stamina. n Parents talk highly of the childminder and appreciate the regular communication and daily updates about their children's progress and what they have been doing in the setting. The childminder uses an online application to share information on how parents can continue to support children's learning at home.

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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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should:

n improve the support offered to any assistants to ensure that the intent for children's learning is fully understood.

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Setting details

Unique reference number 2714506 Local authority North Northamptonshire Inspection number 10392093 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 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023. She lives in Rushden, Northamptonshire. The childminder operates all year round from 8.15am to 5pm. She holds an appropriate qualification at level 4. The childminder works with an assistant. The childminder offers funded early education.

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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 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 and the children. 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

9 June 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

9 June 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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