Childminder in Leicestershire

Inspection date

Previous inspection date 22 September 2016 10 November 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Teaching is consistently good. The experienced childminder and her assistant have detailed knowledge of the abilities of children in their care. Activities are interesting and meet children's individual learning and care needs well.  The childminder and her assistant are very caring in nature. Their calm and warm interactions help children to feel safe. They give children a secure base from which to explore their surroundings and develop their independence.  The childminder and her assistant promote children's speaking, listening, and early reading skills effectively. Toddlers enjoy looking at books with them and responding to questions about the pictures they see.  Toddlers are becoming inquisitive and eager learners. Their self-confidence is promoted by the childminder and her assistant who meaningfully praise their achievements.  The childminder has addressed the actions and recommendations set at her last

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This provision is good

inspection and has successfully raised the overall quality her provision.

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It is not yet outstanding because:

 The childminder does not provide enough opportunities for younger children to use all of their senses to help them explore and investigate.  The childminder does not involve parents and children sufficiently in helping to identify where improvements can be made to the provision.  The childminder's professional development programme, and that of her assistant, is not targeted highly enough on raising the standard of teaching to an exceptional level.

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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 more opportunities for younger children to learn to use all of their senses to explore and investigate different media and materials  involve parents and children more fully in identifying where aspects of the provision can be improved  focus professional development more sharply on raising the quality of teaching to a higher level.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector jointly evaluated the children's learning with the childminder and the assistant.  The inspector looked at all areas of the home that are used by the children. She spoke to the childminder and her assistant and interacted with children at appropriate times throughout the inspection.  The inspector looked at assessments of the children's progress and the planning documentation.  The inspector checked evidence of the suitability of the household members and the assistant. She looked at a sample of the childminder's policies and procedures and discussed the childminder's plans for improvement.  The inspector took account of the views of parents expressed through their written testimonials.

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Effectiveness of the leadership and management is good

The childminder and her daughter work well together. They are both committed to improving the levels of achievement for all children in their care. The arrangements for safeguarding are effective. The childminder has ensured her assistant fully understands her roles and responsibilities and that she has a secure knowledge of how to keep children safe from harm. The childminder implements a range of policies and procedures, helping to promote children's learning and well-being effectively. Good partnerships with other settings that children attend allow the childminder to share information about children's care and learning needs. This helps her to achieve consistency in children's learning and contributes to the good progress they make.

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Quality of teaching, learning and assessment is good

The childminder and her assistant have a good knowledge of how children like to learn. They jointly observe children and make accurate assessments of the progress they make. Information gathered from parents about what children already know and can do is used to plan for children's next steps in learning from the outset. Parents are kept well informed about the progress their children make and any gaps in their development are discussed with them. Parents share information about their children's successes at home which the childminder uses to further complement their learning. Parents make positive comments about all aspects of their children's care and learning. The childminder plans activities that suitably challenge children. Older children with a keen interest in cars recognise the colour of each car when they see it written down. They match the car correctly to the written word.

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Personal development, behaviour and welfare are good

The childminder's home is warm and welcoming. She works very closely with parents to help children make smooth moves into her care. Toddlers show good thinking skills. For example, they persist in finding the correct-sized lid for the teapot and work out which buttons to press to make the toy fire engine play music. The childminder acknowledges children by their name as they join in with the activity they are all playing. This gives them a sense of belonging and helps them to make friends. The childminder and her assistant take children to different playgroups within the local community. They use these experiences to help teach children about diversity and to acknowledge and respect each other's differences. They also use them to provide children with additional opportunities to develop their climbing and coordination skills, as well as opportunities to make further friendships.

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Outcomes for children are good

Children are working comfortably within the range of development typical for their age. Toddlers have a good sense of being an individual. They energetically explore the indoor and outdoor environment and seek out the childminder and her assistant when they need help. They are developing good imaginations, for example, using a toy mobile telephone as a television remote control. Children are learning the skills that prepare them well for the next stage of their education.

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Setting details

Unique reference number EY333054 Local authority Leicestershire Inspection number 1044469 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 12 Number of children on roll 12

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Name of registered person

Date of previous inspection 10 November 2014

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Telephone number

The childminder was registered in 2006 and lives in Wigston, Leicestershire. She operates her provision all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

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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 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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Telephone number

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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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