Childminder in Leicestershire

Inspection date 9 October 2018 Previous inspection date 8 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder knows the children well and has a good understanding of their individual abilities. She makes regular assessments of what they can do. The childminder plans a range of positive learning experiences to help children make good progress overall. n The childminder is committed to providing children and their families with a good quality provision. She is well organised and her records and documentation are thorough and underpin her good practice. n Children develop their understanding of nature, people and communities as they attend a variety of play parks and toddler groups with the childminder. Here they learn to share, take turns, play with a variety of resources and develop positive social skills. n Children are cared for in a welcoming environment. Children who have just started with the childminder are developing warm and close attachments with her. Children settle quickly and are happy and comfortable.

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It is not yet outstanding because:

n The childminder has not yet precisely focused her professional development on broadening her knowledge and skills to help raise the quality of teaching even higher. n Although the childminder has an extensive range of resources, these are not always organised to best support children's independent play or to enable them to extend their own ideas. n The childminder does not gather enough detailed information from parents about what children can do when they first start to help her plan more effectively for their individual needs.

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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

n strengthen plans for professional development to drive the quality of teaching even higher and secure the best possible outcomes for children n review children's access to the resources on offer to enable them to make independent choices to support and enhance their play and ideas n gather more information from parents about what children already know and can do when they first start to help plan more effectively for children's individual needs.

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What the setting needs to do to improve further

Inspection activities n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector observed the quality of teaching and children's learning and evaluated activities with the childminder. n The inspector checked the evidence of the suitability of the childminder and looked at a selection of children's records. She discussed the childminder's self-evaluation process and safeguarding procedures with her. n The inspector had a tour of the childminder's home used for the care of children.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has attended safeguarding training. She knows what procedures to follow should she be concerned about a child's welfare. She has a good understanding of the possible signs, symptoms and indicators of abuse and neglect to keep children safe from harm. The childminder supervises children closely to assure their safety and well-being. She completes precise risk assessments in her home and when on outings, such as the school run, to ensure children are safe. The childminder keeps parents well informed about their child's progress, including through daily communication sheets, discussions and summary reports. She regularly reviews her practice. The childminder encourages parents to contribute to this process through open discussion, to help her to improve the provision for children.

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Quality of teaching, learning and assessment is good

The childminder knows the children well. She tracks their development closely and plans activities that motivate their interests and support what they need to learn next. Children make good progress in their learning. The childminder gets down to the children's level and interacts well with them to support their play. For example, when children roll the ball across the floor, she rolls this back to them and talks about the ball moving 'back and forth' as well as 'round and round'. The childminder helps children to develop their communication and language skills. She talks clearly to children and carefully repeats words and phrases so they can hear the correct pronunciation. Younger children use their senses well when exploring their environment. They use spoons to bang lids to create sound, and feel the texture of soft and hard objects. When a younger child uses a spoon to 'brush' his hair, the childminder gives him a real brush and shows him how to

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Quality of teaching, learning and assessment is good

use this. He shows his delight as this moves across his head.

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Personal development, behaviour and welfare are good

The childminder is affectionate and attentive to children's needs. As a result, children are confident and display positive levels of self-esteem. Children demonstrate good behaviour. The childminder consistently praises their efforts. Her calm approach and positive reinforcement help children to learn what is expected. Children have regular opportunities to enjoy outdoor play, which contributes to their good health. They practise their physical skills when they visit the local park and use the childminder's garden to run and climb. The childminder works closely with parents to ensure that foods offered to children are nutritious and well-balanced to support their individual dietary needs.

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Outcomes for children are good

Children are well prepared for the next stage in their learning. They begin to develop their independence as they are encouraged to take their shoes on and off and wash their hands in readiness for meals and snacks. Children begin to explore number and shape. The childminder talks to them and encourages them to name the shapes in the environment and count how many pieces of apple they have.

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Setting details

Unique reference number 225948 Local authority Leicestershire Inspection number 10064437 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 22 Date of previous inspection 8 July 2015

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Registers

The childminder registered in 1997 and lives in Broughton Astley, Leicestershire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

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

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