Childminder in Leicestershire

Inspection date 5 April 2019 Previous inspection date 5 August 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 The childminder and her assistant complete regular observations as children play. They use information gained from these to assist them in tailoring their planning to focus clearly on what children need to learn next. All children make good progress, including those who receive funded early education. n The childminder and her assistant have strong relationships with the children. They cuddle them and give them constant praise, helping to build their positive self-esteem and emotional well-being. n The childminder and her assistant have established successful partnerships with parents. They share information about children's development with them regularly, for example, through daily discussions and text messages. The childminder and her assistant work well with parents to provide continuity in children's learning and care needs. n Children are happy in the setting and they behave well. The childminder and her

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This provision is good

assistants are very good role models. They set clear boundaries for behaviour and use very positive strategies that help children to understand age-appropriate expectations. The childminder sits with children and sensitively encourages them to take turns and play together. n The childminder reflects well on the service that she offers. She takes the views of children and parents into consideration. The childminder and her assistant use a reflective journal to plan how improvements can be achieved. For example, the childminder has improved the outdoor area and provided an area to store wellington boots. This supports children to play outside regardless of the weather conditions. n The childminder does not consistently encourage children to problem solve and develop their own imagination during their play. n Occasionally, the childminder does not fully promote children's early speaking skills by using the correct pronunciation of some words.

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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 support children to use and extend their imagination and problem-solving skills to the highest level n enhance teaching skills even further and consistently use effective strategies that help to promote children's good speaking skills.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at children's records, a sample of policies and evidence of the suitability of the childminder, her assistants and other adults in the household. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder, one of her assistants and children at appropriate times during the inspection. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Arrangements for safeguarding are effective. The childminder and her assistant can describe with confidence the types and signs of possible abuse and neglect. They know who to contact for further advice if they have any concerns about children's welfare. The childminder has detailed policies, procedures and risk assessments in place. She uses these well with her assistant, to help maintain children's safety. Children are encouraged to keep themselves safe. For example, the childminder and her assistant consistently remind children about using equipment for an obstacle course safely. The children learn how to lay the planks safely on the floor so that they can walk on them. The childminder is qualified, continues her own professional development and supports her assistants to develop their own learning. They attend training together so that they can implement new ideas to support children's transition to school.

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Quality of teaching, learning and assessment is good

The childminder and her assistant track children's achievements. This helps them to provide learning opportunities that successfully extend children's learning. Children's interest in numbers is well supported by the childminder and her assistant. They encourage children to count while they play and support children's concepts of size. For example, children use mathematical language to compare the size of towers made of bricks. The childminder and her assistant encourage children to work together in their play. For example, they support children of different ages to enjoy parachute games that develop their teamwork. The childminder and her assistant introduce farm animal puppets as they sing rhymes to extend children's understanding. This supports children's understanding of naming vocabulary.

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Personal development, behaviour and welfare are good

The childminder supports children to develop their independence skills, which helps equip them well for their future learning. For example, children independently put their own coats and shoes on before going out to play in the garden. Children benefit from a wide range of activities in the stimulating outdoor environment provided. They enjoy exploring sand and shells, which are wetter than usual because of recent rain. The childminder's assistant uses this to talk to children about changes in the weather. Children observe the environment and discuss the features of the weather. The childminder and her assistant successfully promote children's well-being and confidence.

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Outcomes for children are good

Children demonstrate positive attitudes to their learning and play. They interact with each other and share resources as they pretend to be doctors. Children show an interest in books and follow stories intently, anticipating what comes next. They engage in conversations with adults and each other. Children talk about their learning and describe what they are doing. They learn the necessary skills to prepare them for moving on to school. For example, they are supported and encouraged to use the toilet and to wash their own hands.

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Setting details

Unique reference number EY136712 Local authority Leicestershire Inspection number 10064451 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 - 11 Total number of places 12 Number of children on roll 13 Date of previous inspection 5 August 2015

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Registers

The childminder registered in 2002 and lives in Quorn, Leicestershire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a level 3 qualification. She works with an assistant.

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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

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

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