Childminder in Leicestershire

Inspection date

Previous inspection date 13 April 2015 7 December 2009

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder has a good understanding of how children learn through play. She provides a variety of resources and activities for children, which support them to make good progress across the seven areas of learning.  Children have good opportunities to make choices about what they do, and to lead their own learning. The childminder is attentive and responsive to children's interests and ideas.  Children are very settled and happy. They form positive attachments and good relationships with the childminder. Their needs are met well because the childminder is sensitive to their individual personalities and capabilities.  The childminder is a good role model. Children behave well because she gives them clear guidance about how to behave, and teaches them to share and to take turns.  Children are kept safe because the childminder has a good understanding of how to protect them from harm. She has completed safeguarding training and is qualified in

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This provision is good

paediatric first aid. She successfully identifies and minimises potential risks to children.  The childminder develops good partnerships with parents and other settings that children attend to enable frequent sharing of information. This effectively promotes a consistent approach to children's care and learning.

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It is not yet outstanding because:

 The childminder does not consistently provide opportunities for children to develop their understanding of growth, decay and change over time, as part of the educational programme for understanding the world.  Although children make good progress, the childminder does not focus assessments sharply enough to plan very precisely for children's next steps in learning, in order to promote their rapid progress.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 provide opportunities for children to learn more about growth, decay and change over time, for example, by involving them in planting and growing fruit and vegetables  enhance assessment and monitoring arrangements to promote children's exceptional progress; focus assessments even more sharply and use them to plan very precisely for children's next steps in learning.

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Inspection activities

 The inspector viewed all areas of the childminder's home that are used for childminding.  The inspector observed children engaged in a variety of activities.  The inspector looked at children's learning records and a range of other documentation, including policies and procedures, and the childminder's self-evaluation form.  The inspector carried out a joint evaluation of a play activity with the childminder.  The inspector checked evidence of the childminder's training, and the suitability of all adults in the household.  The inspector spoke to the childminder and children at appropriate times during the inspection.

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who attend. This is good

Children make good progress because the childminder knows how to promote their learning and development successfully. The quality of her teaching is good. For instance, as children complete jigsaw puzzles, the childminder gives them time to try pieces in different places. This gives them opportunity to solve the problem for themselves, before she suggests where pieces might fit. She praises children's efforts and teaches them to celebrate their own success, effectively promoting their self-confidence and self-esteem. The childminder interacts very well with children to foster their speaking and language skills. She repeats language back to young children and extends their vocabulary by naming objects, such as, animals and fruits. She teaches children to begin to make links between letters and sounds, and children learn about shapes and numbers. This effectively promotes children's early literacy and mathematical skills. Children develop an

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who attend. This is good

understanding of the world, for instance, as they learn about the weather, visit local shops and plant sunflower seeds. However, opportunities for children to learn about growth, decay and change over time are not fully extended. Nevertheless, children are well- prepared overall for the next stage in their learning.

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good

The childminder ensures that her home is warm and welcoming. Her manner is kind and caring. She promotes children's independence and personal care skills well, relative to their ages and capabilities. She encourages their sense of responsibility and cooperation, for example, as they help to tidy away toys. Children are emotionally well-prepared for the next stage in their learning, or the move on to school. Children's good health is successfully promoted. They enjoy healthy snacks, meals and drinks. They benefit from plenty of opportunities to get fresh air and to be physically active. For example, they walk to and from school, play in the garden, and enjoy visiting local parks and soft-play centres.

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provision is good

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. Through her observations and assessments of children's development, she gains an accurate understanding of children's skills and abilities. She identifies what children need to learn next and plans appropriate activities to support them in these areas so that they make good progress. However, assessments are not sharply focused enough to ensure that plans are very precisely targeted to enable children to consistently make rapid progress, in all areas of learning. The childminder attends training courses and accesses further training online to refine and update her knowledge. She evaluates her setting, taking into account parents' and children's views, and reflects on ways to improve her practice.

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Setting details

Unique reference number EY393040 Local authority Leicestershire Inspection number 859490 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection 7 December 2009

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Telephone number

The childminder was registered in 2009 and lives in Wigston, Leicestershire. The provision operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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