Childminder in Leicestershire

Inspection date

Previous inspection date 2 June 2015 21 January 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 quality of teaching is good. The childminder monitors children's progress well, using accurate observations and assessments to help identify children's ongoing learning. From this, she offers activities to support and enhance children's interests and development. As a result, their imagination is fired and they make good progress.  Children behave well. This is because the childminder is an effective role model. She values each child as a unique individual and responds calmly to potential conflict. As a result, children show respect for one another and the childminder.  Children show high levels of confidence and have developed strong emotional attachments with the childminder. They eagerly explore their environment and participate in activities with enjoyment.  Effective settling-in procedures support the childminder to ensure that children feel emotionally secure during times of change, such as when they come into her care and

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This provision is good

move on to school.  Children are effectively safeguarded. The childminder has a secure, up-to-date understanding of how to recognise and respond to concerns about children's welfare.  Children's all-round good health is promoted well within the daily provision of healthy food, fresh air, exercise and good hygiene routines.

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It is not yet outstanding because:

 Strategies to seek information about children's learning from parents or other providers, to inform and build on children's learning both in their own home and in her setting, are not yet embedded into practice.  The childminder does not maximise opportunities to enable children to build on their problem solving and critical thinking skills.

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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

 build on the already good relationships with parents in order to effectively share ideas about activities that contribute to children's learning both at home and in the setting  enhance the partnerships with other settings that children attend, in order to improve the sharing of information about children's learning and development  help children to build on their critical thinking skills and ability to problem solve through the provision of accessible resources during everyday play.

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Inspection activities

 The inspector conducted a tour of the premises, both indoors and outdoors, during the inspection.  The inspector observed children's activities and routines indoors and outdoors.  The inspector spoke to the childminder and children at appropriate times throughout the observations and spent time interacting with the children.  The inspector asked the childminder questions about her practice and interactions with children at appropriate times throughout the inspection.  The inspector sampled children's learning journal records, assessments and planning documentation and reviewed evidence of the suitability of the childminder and other adults living within her home, along with a range of policies and procedures.

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who attend. This is good

The well-qualified childminder accurately assesses children's capabilities and stage of development, and identifies what children need to learn next. Children enjoy their time with the childminder because she provides an environment that allows them to move freely between activities offered to them. They are very chatty and show confidence as they engage a visitor in conversation. They use speech confidently and accurately, asking questions of themselves during their play. For example, when building a tower, children work together, questioning what will happen if they add one more brick. The older child predicts it will fall. Children are offered a good range of play opportunities both indoors and outdoors. They explore the change of sand as water is added, using moulds and spades to dig and delve. However, the resources available to them during this activity, limit their ability to build on their critical thinking or to problem solve. This is because the

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who attend. This is good

spade is too big and the pots are too small. The childminder supports children well in readiness for school. She uses a range of teaching strategies to develop children's counting and early writing skills.

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good

Children are happy and continually supported in their play. The childminder works closely with parents to establish children's care and welfare needs before they begin in her care. She supports the whole family thorough a gradual settling-in procedure, ensuring children settle quickly and easily. The childminder builds children's confidence and self-esteem through effective praise and encouragement. Children are learning the importance of keeping themselves safe as the childminder reinforces safety messages during play. Children are quick to explain to a visitor what happens when they hear a beep from the smoke alarm. They know to listen to the childminder and leave quickly and safely. Children love to be outdoors and the childminder ensures children have access to this area as and when they wish. This enables them to develop their physical skills as they run, climb, kick balls and ride wheeled toys.

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provision is good

The childminder is experienced and well qualified, which has a good impact on the children's learning. She fully understands her role and responsibilities, ensuring children's care, learning and welfare needs are consistently met. A good range of policies and procedures are in place and shared with parents to ensure they are informed about each aspect of the service she provides. She values ongoing training opportunities to further improve her knowledge and skills. The childminder evaluates her practice to ensure what she offers enables children to make good progress. She shares information with parents, both written and verbal, to ensure they are informed of their child's progress. However, parents are not always offered ideas about how they can contribute and continue to support children's learning at home. In addition, there is room to build on the links with other settings children attend, to further complement their learning and development.

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Setting details

Unique reference number EY314125 Local authority Leicestershire Inspection number 873153 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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Name of provider

Date of previous inspection 21 January 2009

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Telephone number

The childminder was registered in 2005 and lives in Narborough, Leicestershire. She operates all year round from 8am to 5.30pm, Monday to Friday, except for bank holidays. She has a relevant qualification at level 3.

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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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