Childminder 221398

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

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The provision is good

The experienced childminder welcomes children into her home and has a warm and friendly approach, which helps children feel settled and safe from the outset. Children develop strong, secure attachments with the childminder and her assistant, seeking them out for cuddles when needed. On joining the setting, the childminder gathers information about each child's routines, interests and individual needs. She has a clear vision of what she intends children to learn and why.

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The provision is good

The childminder provides a well organised environment that enables children to make independent choices in their play. They greet visitors with warm smiles and are confident to talk to them. Children show enthusiasm for exploring the variety of activities on offer. They listen to and follow the childminder's instructions well. The childminder and her assistant are good role models. They establish clear boundaries, rules and routines, which contributes to consistently good behaviour. Children learn to share, take turns and wait patiently, using timers when appropriate. Children benefit from daily access to the outdoors. The childminder also enriches their experiences with regular trips to music groups, messy play sessions, the local library and farms. These outings support children's social development, helping them to interact in larger groups and to become comfortable meeting new people.

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need to do better?

n The experienced childminder demonstrates a good understanding of child development. She delivers a well-structured curriculum that builds on children's current abilities and effectively readies them for the next stage of learning, including their transition into school. n The childminder regularly observes children to assess their developmental levels and identify what they need to learn next. She skilfully uses spontaneous learning opportunities to extend children's knowledge. For example, while children play with farm animals she talks to them about where milk comes from. However, some planned activities lack sufficient engagement to sustain children's interest over a longer period. Consequently, children sometimes lose interest and quickly move on to other activities. n Children's physical development is well supported. In the childminder's thoughtfully planned garden, children are able to climb, run and jump,

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need to do better?

developing coordination and confidence. Older children show delight bouncing on the trampoline and younger children practise climbing on small slides, which aids balance. Children's small muscles are strengthened through activities, such as using large chalks to make marks and building towers with bricks. This helps children to develop the skills they will need for early writing. n The childminder models language effectively, introducing new vocabulary and

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need to do better?

19 September 2025 enhancing children's speaking and listening skills through stories and songs. Children are confident communicators. They talk with each other and adults and request additional resources, such as dressing up items, to support their play. While the childminder engages children in frequent, meaningful conversations, on occasion she dominates them. This limits children's opportunities to express their own views and ideas during interactions. n Transitions, such as mealtimes, are well structured so that children know what routines to expect. Children maintain good hygiene, washing their hands before meals. The childminder offers healthy food choices and ensures children have access to drinking water throughout the day. She promotes children's independence, encouraging them to do tasks for themselves. Mealtimes are used purposefully to promote social skills. Children serve themselves and engage in

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need to do better?

conversation with their peers, while older children demonstrate confidence and independence by preparing their own sandwiches. n The childminder ensures consistent and open communication with parents, providing daily updates and engaging in regular discussions. She offers practical guidance to parents so that they can effectively support and build on their child's learning at home. Consequently, parents feel respected, informed and happy with the care and education she provides. They report that their children have shown growth in their confidence since joining the setting. n The childminder is committed to enhancing her knowledge, which she keeps up to date through regular online training. She has a supportive network of childminders and access to professional groups. She ensures that mandatory training is up to date for both herself and her assistant.

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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 strengthen the delivery of planned activities so that children can become more absorbed and extend their learning n give children time to join in with conversations and share their thoughts and feelings.

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Setting details

Unique reference number 221398 Local authority North Northamptonshire Inspection number 10399736 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 10 Date of previous inspection 12 December 2019

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Information about this early years setting

The childminder registered in 1994 and lives in Wellingborough. She operates all year round from 8am to 5.30pm on Tuesdays, Wednesdays, Thursdays and Fridays, except for family holidays. The childminder holds an appropriate qualification at level 4 and works with an assistant. She provides funded early education for children from the age of nine months.

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Inspection activities

n The childminder and the inspector discussed how the provision is organised, including the aims and reasoning behind the curriculum. n The inspector gathered parents' views of the setting. n The inspector observed interactions between the childminder, assistant and children. n The childminder and inspector evaluated an activity. n The inspector observed children playing and learning. n The inspector talked to the inspector and children at appropriate times during the inspection. 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.

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Inspection activities

19 September 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

19 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

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

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