Childminder EY339855

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children are happy in the care of this childminder. They show a sense of belonging as they confidently access areas of her home. They ask the childminder for more snack and help with their clothes when they need the toilet. Children learn to value and respect others. All children have a positive approach to learning and demonstrate a strong willingness to explore and try new things. They sit well and concentrate as they develop their physical skills, for example when they manipulate dough. They use tools such as pastry cutters and plastic knives to cut the dough. The childminder interacts well with the children and supports their learning effectively. She supports their communication and language skills well. For example, she talks to them constantly and builds on their speech, using sentences as they engage in conversation. Children know how to keep themselves and each other safe. For example, they remind each other to pick up toys from the floor so

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The provision is good

The childminder weaves in mathematics skilfully as the children play. For example, as they hunt for dinosaurs in the outdoor environment, she encourages them to order the dinosaurs in size. She introduces new vocabulary such as 'biggest' and 'smallest'. The childminder has developed her processes for tracking children's progress. She regularly assesses children's abilities and plans activities and experiences that consider what the children need to learn next. Children's interests are considered when planning activities and this helps to engage them. Children make good progress in relation to their starting points.

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need to do better?

n The childminder regularly provides parents with information about their children's learning and development. She shares ideas on how they can support children's learning at home. She has good relationships with the schools that children go on to attend, and supports the transition to school, when the time comes. This provides continuity in children's learning and development. n Children enjoy listening to stories and they develop the key skills they need in readiness for school. Their ability to listen, maintain attention and follow instructions is developing well. n The childminder makes good use of networking opportunities with other childminders, which enables her to share good practice ideas. She often takes the children to the local playgroups where they meet and play with other children. This helps to develop their social skills. n The childminder is well organised. She implements clear policies and procedures

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need to do better?

and ensures that her premises are secure. The childminder assesses risk to minimise hazards in the play environment. This helps her to promote children's safety and welfare.

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need to do better?

11 September 2019 n The childminder promotes healthy choices with the children. For example, when the children ask for crisps at snack it is discussed that crisps are 'too salty'. The childminder provides a healthy diet with plenty of fresh fruit and vegetables. Children have a range of opportunities for physical play as they ride around the garden on wheeled toys and play basketball. Healthy lifestyles are promoted well. n The childminder continually reflects on her practice and provision to identify any areas for improvement. For example, she has recently improved the way she gathers information from parents about their children when they first start at her setting. She now has a better understanding of what the children already know and what they can do. This means she can plan for their learning needs from the outset. n The childminder provides children with a well-designed curriculum that gives them a broad range of experiences. She takes into account their starting points

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need to do better?

and their interests to plan activities to help them to succeed in life. n On occasion, the childminder does not give the children enough time to respond to her questions or narratives with their own thoughts and ideas. n The childminder does not provide enough opportunities for children to develop their literacy skills. She does not encourage them to talk about the marks they make during their activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the possible signs and symptoms of child abuse. She knows how to identify, record and report any concerns she has about the welfare of a child in her care. She has robust safeguarding policies and procedures in place. The childminder keeps up to date with local safeguarding procedures. For example, she attends regular training and reads articles from the local authority.

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should:

n provide children with more opportunities to share their own thoughts and ideas to develop their thinking skills n provide more opportunities for children to make marks and talk about their work as they paint and draw, to further enhance their literacy skills.

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Setting details

Unique reference number EY339855 Local authority Leicestershire Inspection number 10078709 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 1 to 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 10 September 2018

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Information about this early years setting

The childminder registered in 2006. She lives on the outskirts of Braunstone town, Leicester. The childminder operates all year round, from 7.30am until 6pm on Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed the areas of the home used by children. n The inspector reviewed relevant documentation, including evidence of paediatric first-aid training and public liability insurance. She checked the evidence of suitability of those living in the household. n The inspector asked the childminder questions throughout the inspection to establish her understanding of how to safeguard children, and how she plans her curriculum for children. n The inspector observed the interactions between the childminder and children and considered the impact on children's learning. n The inspector considered comments from parents and took their views into account. n The inspector completed a joint evaluation with the childminder, and the childminder evaluated her practice.

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Inspection activities

11 September 2019 We carried out this inspection 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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Inspection activities

11 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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