Childminder in Leicester

Inspection date

Previous inspection date 28 May 2015 1 October 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

 Teaching is good because the childminder knows how to promote children's learning through an effective balance of adult-led and child-initiated activities. This results in children making good progress given their unique starting points and capabilities.  The childminder uses the space in her garden well to promote all areas of learning. Consequently, children who prefer to be outdoors learn successfully, and make good progress in their development.  The childminder manages children's behaviour well, as she uses a calm and consistent approach to reinforce the boundaries and expectations. As a result, children play cooperatively together and learn to be kind and polite.  Children attend various groups where they socialise with others of their own age. These experiences help to prepare young children for the move to nursery and school.  Children's care routines are managed well and the childminder supports them in

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This provision is good

maintaining their own personal hygiene. As a result, children are becoming increasingly independent. This enhances their readiness for school.  The childminder promotes children's safety and well-being by maintaining risk assessments in relation to the premises, family pets, the garden and outings.

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It is not yet outstanding because:

 The childminder does not always make assessments of children's learning as thorough and precise as possible. As a result, next steps in learning are occasionally not specific enough to promote the very best progress.  The childminder does not always extend younger children's communication and language to the very optimum, because she does not always provide additional opportunities for them to practise their language and respond to questions as part of their play.

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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

 strengthen the quality and use of assessments, so they more effectively produce focused plans for children's next steps in learning, in order that children make very rapid progress  enhance opportunities to extend younger children's language skills, for example, by asking them enquiring questions that require more than a one word answer.

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Inspection activities

 The inspector observed the childminder engage in a variety of learning experiences with the children in the indoor and outdoor areas.  The inspector spoke with the childminder and children at appropriate times.  The inspector looked at children's learning journal records, the systems for the monitoring of children's progress, a selection of policies, children's records and the self- evaluation form.  The inspector took account of the views of parents through their written comments.  The inspection checked evidence of training completed by the childminder including paediatric first aid.

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who attend. This is good

The quality of teaching is good because the children are absorbed in play of their choosing, and through supportive interactions, they become explorers. For example, children choose to play with bubbles, spending time blowing them, and exploring new ways to keep the bubbles in the air. Furthermore, the childminder talks to the children and encourages them to be inquisitive, she provides binoculars for the children to look for butterflies and she sits alongside them as they explore the sand, encouraging them to dig. As a result, children's communication skills are developing well. However, the childminder does not always make best use of all opportunities to fully extend this learning. For example, she does not always ask simple questions, such as 'what?', 'why?' or 'how?'. As a consequence, young children's opportunities to practise their speaking skills are not always maximised. Children's mathematical skills are promoted well. For example, children learn

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who attend. This is good

to count from an early age because the childminder uses everyday opportunities, such as counting the number of plates needed for snack. Consequently, children are learning skills needed for their next stage in learning, including school.

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good

Children enjoy the company of the childminder. Flexible settling-in sessions ensure that children form a strong bond with the childminder and feel comfortable in her home. She works with the parents gathering information about their child's likes, dislikes and personal routines, which enables her to provide consistency in their care. Consequently, children settle quickly and feel confident and secure. Children are learning to adopt healthy lifestyles. They are physically active and play outdoors on a daily basis. This successfully promotes their sense of well-being and encourages their good health. Furthermore, they grow vegetables and plants which helps to develop their knowledge of the world.

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provision is good

The childminder has appropriate training and experience and uses her knowledge to good effect in delivering the requirements of the Early Years Foundation Stage. She is aware of her responsibilities to safeguard children and talks confidently about the procedures she would follow, should she have a concern about the welfare of a child in her care. The childminder has a positive attitude to her professional development. As a result, she regularly updates her skills and knowledge to promote further improvement in outcomes for children. She demonstrates a commitment to self-evaluation and invites feedback from parents to help her monitor the quality of her provision. The childminder assesses children's progress, and shares this information effectively with parents and other early years settings. This positively supports children's development and ensures continuity of their care and education. However, her assessments do not always precisely represent

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provision is good

their levels of achievement. Consequently, the identified next steps in children's learning are not as precise as possible, in order to promote their rapid progress over time.

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Setting details

Unique reference number 226611 Local authority Leicester City Inspection number 866297 Type of provision Childminder Registration category Childminder Age range of children 0 - 15 Total number of places 6 Number of children on roll 11

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Name of provider

Date of previous inspection 1 October 2009

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Telephone number

The childminder was registered in 1984. She lives in Glenfield, Leicestershire. 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 two-, three- and four-year-old children.

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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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