Childminder in Leicestershire

Inspection date 25 February 2019 Previous inspection date 19 January 2015

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

This provision is good

n The childminder actively seeks out professional development events, such as conferences to update her knowledge. She introduces new ideas from training and recent ideas have helped the childminder support children's understanding of diversity further. This has a positive impact on the experiences of children in her care. n Children make good progress, given their starting points. They gain the skills they require for their future learning and eventual move to school. For example, older children begin to write their own name and recognise numbers. n The childminder has developed very good relationships with the parents. Written testimonials from parents praise the childminder highly for her care and the activities she provides. The childminder speaks to the parents daily, and parents regularly share children's new interests from home. This helps to promote a consistent approach to children's learning and development.

p.1

This provision is good

n The childminder has a genuinely calm, caring and affectionate approach to working with children. She clearly enjoys every minute she spends playing with the children. She interacts very positively with all children and they demonstrate they are happy, emotionally secure and motivated to learn. n The childminder places high emphasis on developing children's personal, social and emotional development. Children receive regular praise and encouragement from the childminder for their achievements and good behaviour. Children of different ages play well together. They take their lead from the childminder, who is a good role model. She uses good manners herself, thanking the children and promoting helpfulness at every opportunity. n The childminder offers the children superb opportunities to develop an understanding of the community they live in. Children benefit from regular outings to local museums, theme parks, the library and the church.

p.1

This provision is good

n Although the childminder accurately tracks children's progress, she does not always use this information to identify even more precise next steps to help children make greater progress.

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 focus even more precisely on identifying children's next steps in learning in order to help secure the best-possible progress.

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 assessed the impact this has on children's learning. n The inspector completed a joint evaluation of the inspection activities 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 children during the inspection. n The inspector took account of the views of parents through written feedback provided.

p.2

Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the possible signs of abuse and neglect. She knows the action she must take if she has any concerns about a child in her care. The childminder promotes children's safety. She assesses risks to minimise hazards in the play environment, such as fitting fire guards and stair gates. The childminder has regular contact with other childminders in the local area and the local authority. This helps her to keep her knowledge of current legislation up to date. The childminder is very well organised and methodical. She has a good range of policies and procedures. These help to reinforce her practice effectively. The childminder reflects well on the service she provides, and she generally has a good insight into the areas where she considers she needs to improve.

p.3

Quality of teaching, learning and assessment is good

The childminder uses a good range of teaching strategies to support children's learning. She initiates many purposeful discussions, asks children questions and allows plenty of time for them to think and answer. When playing with dough, the childminder demonstrates to the children how to use equipment and provides a narrative to their play. This contributes well to children's developing communication skills. The childminder plays alongside the children, and this helps to sustain their interest in activities. For example, the childminder shows the children a variety of ways to make noises, banging and shaking objects in boxes. The childminder recognises children's interests and facilitates their imaginative learning further by adding resources. For example, when children place a doll in the highchair, the childminder introduces a bottle, plate and spoon, and the children pretend to feed the doll.

p.3

Personal development, behaviour and welfare are good

The childminder provides a well-resourced and homely learning environment with a good range of toys and resources that are presented at children's height. This helps to give children freedom to make choices in their own play. The walk to school helps children to get fresh air and exercise daily, along with the regular trips the childminder organises. This helps to promote children's physical well-being. The children take great pride in using a dustpan and brush and then a vacuum cleaner to clear up after the cereal play. This helps them to learn about responsibility and caring for the environment.

p.3

Outcomes for children are good

Children demonstrate confidence around visitors to the setting. They proudly show off their attempts at writing their name. They focus for long periods of time on the activities the childminder provides for them. Children's mathematical development is progressing as they solve problems, investigate space and shapes, and find out how objects fit into various sized boxes. Children find out how things work, such as battery-operated toys with buttons that ask questions and make a noise. This is a way to help foster an early understanding of technology. Children delight in exploring their understanding of the world as they use their senses to investigate the texture of cereal.

p.3

Setting details

Unique reference number 225524 Local authority Leicestershire Inspection number 10059596 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 19 January 2015

p.4

Registers

The childminder registered in 1992 and lives in Melton Mowbray, Leicestershire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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