Rainbow, Charlotte Rose

Rainbow, Charlotte Rose

Unique reference number (URN): 2757559 Address: 91 Gloucester Crescent, Northampton, NN4 8PP Type: Childminder Registered with Ofsted: 19/12/2023 Registers: EYR, CCR, VCR Registered person: Rainbow, Charlotte Rose

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is impressive for their ages. The childminder gently reminds children about shared boundaries on the few occasions this is needed. The childminder is consistently kind, respectful, and caring. The relationships between the childminder and children are warm and secure. Children understand what is expected of them and proudly contribute to helping with tasks and routines. For example, young children help tidy away resources after activities without being asked and delight in the childminder's praise. Children share and take turns, such as when they roll balls to each other during a game that they have made up.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures children of all ages and stages take part by tailoring routines appropriately. For example, she helps young children to slice apples while older ones act independently. All children are polite, saying 'please' and 'thank you' unprompted. Young children know how to ask for help, with signs and gestures or using their emerging words. Older children happily help younger ones and each other as they play. They express their thoughts and wishes confidently.

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Behaviour, attitudes and establishing routines Strong standard

The childminder ensures that parents understand why their children should attend regularly and arrive on time. Children benefit from many opportunities for outings which parents value highly.

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Children's welfare and wellbeing Strong standard

The trusting relationship the childminder develops with all children promotes their emotional wellbeing and sense of security. For instance, the childminder provides hugs and reassuring words when children express strong feelings. She helps them recognise emotions and manage their responses. She uses stories and toys to illustrate feelings in an age- appropriate way.

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Children's welfare and wellbeing Strong standard

Children consistently follow hygiene procedures independently, such as wiping tables and washing hands. The childminder provides nutritional and balanced snacks and meals. She involves children in preparing these, such as cutting up strawberries and cucumber and buttering bread for sandwiches. Children learn to follow safe practices while using knives and sitting on benches securely, under the childminder's guidance. They talk about their favourite foods at home. The childminder uses these discussions to help them understand about making healthy choices.

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Children's welfare and wellbeing Strong standard

The childminder encourages children to feel responsible for their own wellbeing. For example, the childminder asks younger children if she can change their wet tops after water play. Older children recognise when they are too warm after running vigorously and ask to change into cooler clothing. Children confidently explore the indoor and outdoor play spaces and express their wonder as they make discoveries and link these to past experiences.

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Curriculum and teaching Strong standard

The dedicated childminder structures her ambitious curriculum to build specifically on what children already know and can do, based on their identified interests. She prioritises promoting children's positive personal social and emotional development including problem- solving abilities, cooperation and resilience in readiness for future learning, including school. The well-qualified childminder uses detailed knowledge of child development and the early years foundation stage highly effectively to assess and identify children's next steps. She adapts her teaching to continuously improve outcomes. Children's experiences are meaningful and stimulate their curiosity across all areas of learning.

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Curriculum and teaching Strong standard

Children enjoy purposeful activities led by adults, such as bug hunts, and making choices in their play, such as inventing imaginative games. The childminder provides a commentary and expertly engages children in conversations. She teaches younger children to sign to share their needs. She uses skilful questioning so that older children demonstrate a wide vocabulary to express their views. She continuously extends learning opportunities throughout children's experiences and routines. For example, she asks children who has 'more or less' items. This helps children understand mathematical ideas and language in a meaningful way. The childminder encourages children to use numbers to solve everyday problems, such as how many paintbrushes are needed.

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Achievement Expected standard

Children demonstrate listening skills and recall, when they fill the gaps as the childminder reads familiar stories. Young children anticipate gleefully what will come next when the childminder announces the title of their favourite song. Children of all ages confidently share their views, contribute to conversations and are effective and sociable communicators.

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Achievement Expected standard

Children benefit from the childminders continual drive for improvements. Currently they typically achieve early skills across all areas of learning. For instance, older children recognise groups of objects, such as dots on dice, without counting. Younger children recite numbers during rhymes. Physical skills are evident in children's play as they manoeuvre around the garden on tricycles, balance on beams and climb in and out of tyres. Children use tools such as tweezers to pick up objects. Young children demonstrate early mark- making skills while painting on the ground. Older children give meaning to their pictures, saying 'these flowers are for my mum'. Children make firm friends and work together willingly.

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Inclusion Expected standard

The childminder gets to know each child well from the start. She gathers information from parents and uses this together with her own observations and assessments to identify their starting points. The childminder provides a personalised approach to learning, taking account of any barriers that children may face. Although there at present no children on roll who have special educational needs and/or disabilities (SEND), or who are known to social care, the childminder speaks about her past experiences of supporting children. Parents confirm that her early interventions and inclusive practice ensure that children with SEND have accessed learning and routines.

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Inclusion Expected standard

The childminder uses ongoing assessment to review additional support provided for children. She monitors children's progress and the impact of any interventions to help identify any further adjustments. The childminder understands the importance of this approach for all children. She works closely in partnership with parents to ensure consistency of support for children's needs. The childminder gives examples of how she works with other professionals and agencies to benefit children. She is aware of how to use any additional funding to help overcome any barriers to children's learning and wellbeing. The childminder has experience supporting children known to children's social care.

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Leadership and governance Expected standard

The childminder is passionate about giving children the best start. She is committed to ongoing improvements. The childminder identifies specific areas to enhance. For example, she focuses on enriching children's outdoor experiences to benefit all children, including those who prefer to learn outside. She recognises her own teaching strengths. In particular, the childminder demonstrates a strong interest in promoting early literacy and mathematical skills. She works alongside a fellow childminder. Together they reflect regularly on children's progress and how to support this even more effectively.

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Leadership and governance Expected standard

The highly qualified childminder generally keeps her knowledge up to date. She has recently identified further training to help her support babies individual needs even further. She adjusts her practice to include all children and to address any barriers to learning whenever possible. She is willing to work closely with other professionals to meet children's needs.

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Leadership and governance Expected standard

Parents appreciate guidance from the childminder. This helps promote a consistent approach to children's learning and development. They feel well-informed about children's experiences and achievements at the childminder's home and in the community. Parents willingly offer updates from home that help inform the childminder's planning further.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children settle quickly at this welcoming setting. They take the lead as they play. The childminder gathers children's ideas to shape learning plans. She recognises their interests and follows these closely. For example, children delight in hunting for bugs after listening to a favourite story about a worm. Children are keen to share their thoughts about activities and routines. For example, children ask for a blanket to make them feel cosier during story- time. Children feel a sense of belonging and self-esteem. They are frequently offered

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About this setting

choices. This includes healthy choices from appetising foods and picking stories to read together.

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About this setting

Children enjoy exploring the exciting environment, especially outdoors. They create obstacle courses using play equipment. Children relish the challenge of balancing, climbing and jumping across the course. Children collaborate to bring resources together. They build their muscle strength moving these into place. Older children experiment with pipettes, developing their hand-eye coordination and small muscles to squeeze up liquid and transfer this onto soil. Young children pour water down tubes and guess where it will come out.

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About this setting

Children are happy and confident. When there are occasional minor disputes, the childminder intervenes to support children to find a solution. Children learn polite manners. They are kind and respectful towards each other. Children practise their independence skills during routines. For instance, they set the table, pour drinks, wash their hands, and put on coats and shoes.

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About this setting

Children's visits into the community help them understand about the wider world. They enjoy trips to cafés and socialise with different generations at local groups. These experiences help children understand about the similarities and differences between themselves and others. Children observe the natural environment, such as spotting a robin in the garden and finding out about the life cycle of a butterfly, using a familiar book for inspiration.

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Next steps

The childminder should enhance her knowledge and skills in supporting specific groups of children, including babies, to help them achieve the very best outcomes.

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About this inspection

The inspector spoke with the childminder, her co-childminder and the children during the inspection. 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. Unique reference number (URN): 2757559

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Address:

91 Gloucester Crescent Northampton NN4 8PP

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Address:

Registered person: Rainbow, Charlotte Rose

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Address:

Operating hours: Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

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

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