Childminder in Leicestershire

Inspection date

Previous inspection date 16 April 2015 3 June 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 children's interests and their stages of development. She identifies children's next steps in learning and successfully plans ways to promote their learning in these areas, so that children make good progress.  The childminder establishes good partnerships with parents and other settings that children attend, to enable frequent sharing of information. This effectively promotes consistency in children's care and learning.  The childminder promotes children's independent personal care skills well, relative to their ages and capabilities. For example, they access the toilet independently and know to wash their hands after this and before eating. This supports children in developing their skills in readiness for the next stage in their learning, such as moving on to school.  The childminder has a consistent and caring approach to behaviour management. She

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This provision is good

offers children lots of praise and support and acknowledges their achievements. Consequently, children's behaviour is good and their self-esteem is promoted.  Children are safeguarded effectively. The childminder is aware of her responsibilities to protect them from abuse and neglect. She successfully identifies and minimises risks in her home and garden.

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It is not yet outstanding because:

 Children are not fully supported to make independent choices about their play and learning. The childminder has not considered additional ways to support younger children to access the available resources, with particular regard to messy play or craft activities.  Children in the early years age group have fewer opportunities than older children to practise the emergency evacuation procedure. This means they are less likely to know what to do in the event of an emergency to keep themselves safe.

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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

 develop more ways to support younger children in accessing the resources available to them, in order to help them to build on their ideas and make more independent choices about their play, in particular, opportunities for them to engage in craft and messy play  build on children's awareness of safety in the setting, for example, by supporting children of all ages to practise the emergency evacuation procedure.

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Inspection activities

 The inspector conducted a tour of the premises during the inspection.  The inspector observed children's activities and routines indoors.  The inspector spoke to the childminder at appropriate times throughout the observations and spent time interacting with the children.  The inspector discussed children's learning and development with the childminder and looked at a range of documentation, including policies and procedures, training certificates, daily registers and the suitability of all adults in the household.

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who attend. This is good

The childminder has a good understanding of each child's stage of development and her expectations are based on accurate observations and assessments, which she shares with parents. She uses this information to build on children's learning experiences in the home and garden. The childminder has an excellent range of toys and equipment. However, younger children are not always able to make independent choices from these, which means some children's freedom of choice is not fully supported. This is particularly apparent in opportunities for children to create freely or use messy play. Nevertheless, children have fun with what is accessible to them. The childminder knows the children well and interacts with them during play and activities. She supports their growing communication and language skills by using effective questioning techniques and commentary as children play. For example, when children comment on the broken track,

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who attend. This is good

she asks them how they think it can be mended. This also supports their problem solving skills. Children begin to explore mathematics as they count the number of toy horses lined up and amend this when they notice they haven't counted them all. Consequently, they move on in their learning and are suitably prepared for pre-school and eventually school.

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good

The childminder's home is warm and welcoming, helping children to feel settled and secure. Children and their families are valued and included, and the childminder builds strong partnerships with parents from the start. Children benefit from daily opportunities to be active outdoors, learning about staying safe as they play. However, there are less opportunities for younger children to build on their awareness of safety in the environment, for example, by taking part in the fire drill. All children, including those with special educational needs and/or disabilities, have many opportunities to build on their physical skills both indoors and in the enclosed rear garden. They climb, ride wheeled toys and make good use of the space available to them. Children display good behaviour and play well together.

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provision is good

The childminder has a secure understanding of meeting the safeguarding and welfare requirements. She has effective procedures in place to enable her to contact relevant agencies should she have concerns regarding a child's welfare. The childminder aspires to improve. She keeps up to date with her first-aid training and attends regular short courses to support her professional development. Good systems are in place to share best practice with her assistant and to cascade any training she completes to enhance their development. As a result, teaching is good. The childminder has addressed the actions and recommendation raised at her previous inspection. This has had a positive impact on children's safety in the setting. The childminder has positive partnerships with parents and other settings that children attend to enable regular sharing of information. This helps to successfully promote consistency in children's care and learning.

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Setting details

Unique reference number 225602 Local authority Leicestershire Inspection number 871363 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 18

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Telephone number

The childminder registered in 1983 and lives in Huncote, Leicestershire. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. Her husband works with her as an assistant. She cares for children with special educational needs and/or disabilities.

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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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