Lee Marie

Inspection date 29 May 2019 Previous inspection date 29 September 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 has strong partnerships with parents. This helps to meet children's individual needs and provides good continuity of children's care and learning. She keeps parents informed of their children's achievements and encourages parents to take an active part in their child's learning at home. n The childminder supports children's emotional well-being effectively. The childminder is kind, caring and attentive to their individual needs. Children are happy and settled in the childminder's care. n The childminder is a positive role model for behaviour. She has high expectations and teaches children to be kind and to respect one another's feelings. Children learn to share and take turns as they play. They play harmoniously together and behave well. n The childminder monitors and tracks children's progress in their learning and addresses any gaps identified in children's development quickly. She uses the information she

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This provision is good

gathers to help plan challenging activities that motivate children's learning. All children make good progress and are working within the typical range of development for their age. n The childminder considers carefully ways to develop the quality of her practice continuously. She makes positive changes to her practice and provision. For example, she has made changes to the way she provides activities outside. This benefits children who prefer to play outside. n At times, the childminder asks questions in quick succession and does not provide children with enough time to respond in order to further develop their communication skills. n Occasionally, the childminder over directs children's play. She does not always give them opportunities to solve problems for themselves. The childminder moves the children on to other activities before they have finished the tasks to their satisfaction.

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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 provide children with the time that they need to respond to questions, to help them to further develop their communication skills n give children more opportunities to solve problems and persevere with their chosen tasks to their satisfaction.

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What the setting needs to do to improve further

n The inspector had a tour of the childminder's home. She spoke with the children and held discussions with the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. She discussed children's assessments, their learning and development and the progress they make. n The inspector took into account the views of parents and carers through comments provided by the childminder and written letters completed by the parents and carers. n The inspector sampled a range of documentation, including safeguarding policies and procedures and evidence of qualification certificates for the childminder. She also looked at documentation linked to the childminder's professional development.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of whom to contact should she have a concern about a child's welfare. The childminder checks her home and garden daily to help minimise any possible hazards or risks to children. She provides a safe and secure environment in which children learn to manage their own risks and keep themselves safe. The childminder shows a strong commitment to ongoing professional development. She has been proactive in identifying and accessing training opportunities to improve her knowledge and skills. For example, she has recently attended a course on how to improve teaching technology in the early years provision. This has helped her to think about the resources she has available to teach this area of learning. The childminder has developed good links with other early years settings and professionals. This helps to provide continuity of children's care and learning.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and their individual abilities. She uses her qualification well to promote children's learning. She provides a wide range of activities that help to support their learning. The childminder plays enthusiastically alongside children to guide and extend their play. For example, she supports children to scoop up the coloured rice to fill and empty containers. She extends the activity well and helps the children to weigh the pots to see which one is the heaviest and to compare the sizes. This helps to promote their early mathematical skills. The childminder supports children to use their small-muscle skills effectively. This becomes apparent as children make pizza for lunch. Children build up strength in their hands, arms and fingers. They push, squeeze and pull the dough and excitedly make their own choices as they decide what to put on their pizza.

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Personal development, behaviour and welfare are good

The childminder supports children's physical well-being effectively. She provides a stimulating and welcoming environment for children to play in. Children demonstrate they are confident and comfortable in their surroundings. They move around the childminder's home, selecting the toys they want to play with. The childminder encourages the children to be aware of a healthy lifestyle. Children learn to follow good hygiene procedures, eat healthy foods and enjoy daily fresh air and exercise. The childminder encourages children to be helpful. For example, children take part in tidying away their own toys when they have finished their play. In addition, they clear their plates and cups away after their snack.

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Outcomes for children are good

All children are acquiring skills for their future learning and eventual move to school. They demonstrate positive attitudes to their play and learning, concentrate and listen. Children develop good personal care skills. For example, they put on their own coats and take themselves to the bathroom independently. Children explore early writing, for example younger children make marks in the rice, while older children write their name, developing their literacy skills effectively.

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Setting details

Unique reference number EY281510 Local authority Leicestershire Inspection number 10064457 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 2 - 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 29 September 2015

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Registers

The childminder registered in 2004 and lives in Moira, Derbyshire. The provision operates all year round from 7am to 5pm on Monday to Friday, except Christmas, bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and is in receipt of funding to provide free early education for two-, three- and four-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

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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