Childminder EY466050

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 settle well and show they are relaxed in the childminder's care. They greet their friends with excitement as they arrive and invite them into their play. This demonstrates they feel safe and secure in the childminder's home.

p.2

The provision is good

The childminder creates an environment where children confidently explore activities that support their learning and development. Indoors, children take part in sensory exploration as they use tools, such as grabbers and spoons, to dig and pour dried cereals. The outdoor space provides children with areas to run about and explore, as well as play equipment to develop their physical strength and coordination. For example, children use bean bags to knock down numbered pots as toddlers enjoy riding on small bikes. Children practise their language skills with confidence, repeating the new vocabulary that the childminder role models. Babies repeat simple words, such as 'bubbles', and older children are taught words and their meaning, such as 'oxygen' and 'udders', as they play.

p.2

The provision is good

The childminder acts as a positive role model and sets high expectations for behaviour. She supports children to share, take turns and play cooperatively as she plays alongside them. Children listen carefully, follow instructions and behave well.

p.2

need to do better?

n The childminder provides a curriculum filled with a good range of learning experiences that suit each child's interests and individual needs. For example, children develop their hand-eye coordination. Babies enjoy building with stacking cups as older children build tall towers with wooden blocks. As a result, the children engage well and are enthusiastic about their play and learning, helping them to make good progress in their development. n The childminder follows the interests of children to support their learning and development. For example, the childminder sets up a large tray of different animals for children to name and talk about, following their recent interest in farms. However, sometimes, the childminder does not fully consider how to support children to build on the skills they already have before introducing them to new ideas and concepts. This means children do not fully embed the skills

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need to do better?

they need in preparation for later learning. n The childminder provides opportunities for children to learn about their local community and the world around them. She has a network of childminders with whom she works closely with to organise trips to local parks, farms and soft-play centres, enriching children's learning and social experiences. n Overall, children behave well. The childminder supports children to share, take turns and be kind to each other. However, on occasion, older more confident children can sometimes take the lead on play. For example, they will choose the

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need to do better?

19 September 2025 music or the story when children are asked to make choices. This means that, on occasion, younger less confident children do not always get to make choices in their play. n The childminder promotes children's communication and language well. She sings songs, narrates play and ensures books are readily available. Children choose books and sit on the childminders lap, eager to hear their favourite story. The childminder reads with enthusiasm and pauses to allow children to fill the gaps. This promotes their speech and helps children to develop a love of books. n The childminder helps children understand and manage their emotions. For example, during play, she uses a mirror to help children match their faces to the emotion cards. When children have a disagreement, she will help children understand how they have made others feel. This helps children gain a good understanding of emotional literacy.

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need to do better?

n The childminder uses the daily routine to support independence and develop self-care skills. For example, children know to wash their hands before lunch and after toileting. Children gather their shoes and are supported to put them on before playing outside. n Parents value the strong communication they receive and feel their children are safe, welcome and included at all times. Parents are well informed of what children have enjoyed during the day. The childminder completes regular assessments of children's learning and shares these with parents and other childcare providers. This ensures continuity of learning for the children.

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 focus teaching more precisely on what children need to learn next to help them build on the skills needed for future learning n strengthen behaviour management strategies to ensure all children are able to make choices.

p.3

Setting details

Unique reference number EY466050 Local authority West Northamptonshire Inspection number 10399653 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 3 Date of previous inspection 10 December 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Middleton Cheney, Oxfordshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for all eligible children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the 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 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

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

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