Childminder EY542501

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 settle quickly into the homely environment. They show they feel safe and secure as they confidently make choices in their play. For instance, children gather round to play with the toy farm. The childminder helps young children learn animal sounds, while older children learn the names of young animals, such as lamb and calf.

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The provision is good

The childminder provides a varied curriculum with a focus on learning about nature. Children take part in activities such as planting, growing and harvesting vegetables, to learn where food comes from. Children build on their physical strength. Babies use small spades to dig in soil as older children use their strength to pull out carrots from the ground. They delight as they count how many carrots they have collected. The childminder helps children to understand how to care for the environment. Children sort their food waste into separate pots ready for the composter or recycling. These activities contribute to children's understanding of the world around them.

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The provision is good

Children's behaviour is positive. The childminder has clear expectations for behaviour, which children understand well. She uses a simple daily routine along with a visual timetable, to help children understand what is happening next.

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need to do better?

n The key-person system is effective, and the childminder and her assistants get to know each child well. They accurately identify children's next steps in learning and plan activities and experiences to meet the needs of children. However, some activities are not specifically tailored to the needs of younger children. As a result, younger children sometimes lose interest and move away from the activity, which may affect their developing concentration skills. n The childminder supports children's language development by consistently engaging in conversation and extending their vocabulary. She encourages children to repeat and use words and connect them in their play. In addition, she uses stories and songs to further enhance early literacy skills. This supports children to make good progress in their communication and language development. n The childminder regularly assesses children's development. She recognises when

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need to do better?

children have gaps in their learning and takes swift action to seek additional support. She will discuss any concerns about children with their parents and work closely with external professionals so that all children, including those with special educational needs and/or disabilities, are supported fully. n The childminder asks children how they are feeling and explains some basic emotions, such as happiness and sadness. However, the childminder has not

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need to do better?

12 September 2025 taught children to understand a wider range of feelings. This means that children are not fully supported to begin to understand and manage their own feelings and those of others. n The childminder supports children's mathematical skills effectively. For example, as children concentrate on building with blocks, she teaches them how to identify colours and shapes and compare size. Children confidently count the number of animals in a row, and the childminder teaches them simple addition by adding 'one more'. This helps children to develop early mathematical skills. n The childminder supports children's understanding of the world well. She talks to children about the role of police and the fire brigade, as children play with emergency services toys. The childminder organises visits to the local fire station, and from the police, so children can build on their learning about people that help us.

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need to do better?

n The childminder works effectively with parents and provides daily updates on children's progress and activities. She does this through termly newsletters, daily discussions and electronic messages. The childminder works successfully with parents to support children's development in areas, such as toilet training and healthy eating. n The assistants report feeling well supported and actively participate in training and evaluating the provision alongside the childminder. Since the last inspection, they have worked collaboratively and completed additional training to address weaknesses related to implementing an effective curriculum. This has strengthened practice and had a positive impact on children's overall development and well-being.

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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 ensure that planned activities are tailored to meet the individual needs of all children n widen knowledge of how to develop children's understanding of feelings to further support their well-being.

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Setting details

Unique reference number EY542501 Local authority North Northamptonshire Inspection number 10383799 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 9 Number of children on roll 21 Date of previous inspection 10 January 2025

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Information about this early years setting

The childminder registered in 2017 and lives in Barton Seagrave, Kettering. She operates all year round, from Monday to Friday, except for bank holidays and family holidays. Sessions are from 7.30am to 5.30pm. The childminder is registered to work with two full-time assistants and one part-time assistant. She holds a relevant early years qualification at level 3. The childminder provides government funded places for children aged from nine months to four years.

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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 Children spoke to the inspector about what they enjoy doing while with the childminder. 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, assistants and the children. n The childminder and the inspector carried out a joint observation during a planned 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

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

12 September 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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