Childminder in Leicester

Inspection date 15 February 2019 Previous inspection date 22 June 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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This provision is good

n Children enjoy the time they spend with this caring and friendly childminder. She plans interesting activities and experiences that cover all areas of children's learning. n The childminder recognises children's individual needs and interests. She makes accurate assessments of children's current levels of development and tracks their progress effectively. n Children make good progress. They develop key skills to support their next stage in learning and are well prepared for when they make the move on to school. n Children form strong attachments with the childminder. They settle quickly and are happy and content in the childminder's care. Children demonstrate high levels of confidence and self-esteem. n Children behave well. The childminder provides children with clear and consistent messages to help promote their positive behaviour. She helps children to know what is expected of them. Children learn to be respectful and play collaboratively together.

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This provision is good

n The childminder works in partnerships with other professionals. She shares information with teachers at school to help support children's continued care and learning. n The childminder reflects on the quality of her practice and the service she provides. She obtains feedback from parents and children and uses this to help her to identify areas for further development. n The childminder does not always gather detailed information from parents about their children's existing skills and abilities when they first start. n The childminder has not fully considered how she can target her professional development to raise the quality of her teaching to an even higher 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

n gather more detailed information from parents about their children's achievements and abilities when they first start, to help plan more precisely for their learning from the outset n strengthen plans for continuous professional development and focus more precisely on raising the quality of teaching to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder and spoke with children during the inspection. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents from feedback provided by the childminder.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of the possible signs and symptoms of abuse and knows the action to take should she need to report any concerns. The childminder accesses regular training to keep her knowledge and skills up to date. For example, she ensures her first-aid qualification is renewed and refreshes her child protection training each year. She implements a range of policies and procedures that help to underpin her good practice and promote children's welfare. Overall, the childminder works effectively with parents to help promote children's continued learning. She communicates with parents daily and information about children's care and learning is shared regularly. This two-way process of sharing information helps to keep the childminder up to date with children's achievements at home.

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Quality of teaching, learning and assessment is good

The childminder demonstrates good teaching skills. She prioritises children's language and communication skills. The childminder constantly engages children in meaningful conversations. She repeats key words back to older children to support their correct pronunciation. The childminder provides commentary on what younger children are doing and promotes their developing language skills. The childminder supports children's interests in making marks and encourages their emerging literacy skills. For example, she helps older children to recognise familiar letters that make up their name. Children look at books independently. They know to turn the pages and enjoy talking about what they see in the pictures. The childminder challenges their thinking further. For example, she asks children to make predictions about what they think will happen next in the story.

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Personal development, behaviour and welfare are good

The childminder knows the children in her care well and this helps to support their emotional well-being. She provides them with lots of praise and encouragement, which helps to boost their self-confidence. The childminder is responsive to children's needs. For example, she recognises when younger children are tired and need a nap. Children learn about the importance of leading healthy lifestyles. The childminder provides daily opportunities for the children to take part in physical activity away from her home. For example, they go for walks to the local park and on outings to activity centres. Children understand the importance of washing their hands and eating healthy foods. Older children learn to manage their own self-care needs and younger children feed themselves at mealtimes.

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Outcomes for children are good

All children demonstrate a can-do attitude to their play and learning. They confidently initiate their own play ideas and skilfully use a range of tools and equipment. Younger children enjoy sensory play. For example, they use all their senses as they explore and investigate the texture of oats. Children show perseverance as they set themselves challenging tasks. Older children count spontaneously as they sort different coloured items into the corresponding bucket of the same colour.

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Setting details

Unique reference number EY288798 Local authority Leicester Inspection number 10070957 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 0 - 7 Total number of places 6 Number of children on roll 10 Date of previous inspection 22 June 2015

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Registers

The childminder registered in 2004 and lives on the outskirts of Leicester City. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for three-year-old children.

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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

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Registers

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Registers

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Registers

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