Childminder EY363062

Inspection date 8 November 2018 Previous inspection date 10 September 2014

p.1

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

p.1

The provision is good

n Support for children who have special educational needs (SEN) and/or disabilities is highly effective. The childminder takes advice from other professionals, implementing suggested strategies to encourage children's development. The childminder is committed to ensuring that all children achieve their best potential. n The childminder is particularly skilful in developing children's communication and language skills. She listens to what children have to say and repeats their words confirming she has heard them correctly. Furthermore, the childminder encourages children to talk about things that are important to them. n Children are very happy and settled. They develop exceptionally secure and trusting relationships with the kind, patient and caring childminder, which successfully supports their emotional well-being. n Children behave well. They learn to share resources and take turns. Older children are

p.1

The provision is good

kind and considerate towards the needs of younger children. n The childminder has developed positive and well-established relationships with parents. She promotes continuity of care and keeps parents well informed about their children's routines and development through daily diaries and chats. n The childminder interacts well with the children and gets down to their level. She frequently praises the children, which raises their confidence and encourages them to keep trying.

p.1

It is not yet outstanding because:

n The childminder does not consistently make the best possible use of information gathered from tracking children to identify even more precise next steps in their learning. n The childminder does not make the best use of opportunities to develop children's understanding of letters and the sounds they represent.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n make the most of what is known about individual children to plan precise next steps that enable them to make the best possible progress n help children to develop their early understanding of letters and the sounds they represent.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this had on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held several discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to the children during the inspection.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure understanding of her role and responsibilities to keep children safe. She knows how to report any concerns she has about children's welfare. She maintains a safe and secure environment and effectively assesses risks to ensure children can play and explore safely. The childminder makes good use of online courses to ensure that she keeps her knowledge of current safeguarding guidelines and new legislation up to date. She has maintained all her mandatory training, such as paediatric first aid, to ensure children's welfare and safety is effectively promoted. The childminder recognises what she does well and is committed to identifying actions for future development.

p.3

Quality of teaching, learning and assessment is good

The childminder provides children with good opportunities to understand the differences that exist between people. She introduces activities to help children learn about different beliefs and incorporates world celebrations into their learning experiences. For example, children decorate Rangoli patterns for Diwali. The childminder supports babies exploratory play. She introduces treasure bags and shows them the different objects, tickling them with brushes. Babies laugh and copy by tickling the childminder. Through written testimonials, parents are highly complementary about the service the childminder provides. They comment on her 'kind, firm and fair' approach to behaviour management and praise her patience and dedication.

p.3

Personal development, behaviour and welfare are good

The childminder provides children with nutritious and freshly prepared food and they have access to drinks throughout the day. This contributes to a healthy lifestyle. The childminder promotes children's independence. She encourages children to manage their own self-care when going to the toilet. Children talk about germs and demonstrate a very good understanding of hygiene routines. The environment is rich in positive cultural images and role-play resources that reflect different cultures and diversity. Children accompany the childminder on the school run. This makes sure they get physical exercise and fresh air every day. Children learn about the school environment and develop friendships with older children who attend the school. Furthermore, children learn about their community when they visit the local shops.

p.3

Outcomes for children are good

Children make good progress from their individual starting points, including those children who have SEN. They focus well on their play and demonstrate long attention spans. Children carefully pick up rice and use brushes and glue to create a picture. This helps to develop their hand-to-eye coordination. Children have access to a wide range of books. They delight in sharing books and equally enjoy looking at books on their own and making up stories. They develop early mathematical skills, confidently using number in their play and counting to eighteen. Children's early writing skills develop well. They use pens and paper to practise writing their name. Children learn important skills they require for their future learning and their eventual move on to school.

p.3

Setting details

Unique reference number EY363062 Local authority Leicestershire Inspection number 10069549 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 10 September 2014

p.4

Registers

The childminder registered in 2007 and lives in Syston, Leicester. She operates all year round from 6am to 6pm, Monday to Friday, term time only. The childminder holds an appropriate qualification at level 3.

p.4

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.

p.4

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.

p.4

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 .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5