Childminder 225428

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 benefit from a homely environment where they feel safe. The childminder takes time to get to know the children, so they feel happy and emotionally secure. Children who are new to the setting quickly form strong attachments to the childminder. She gives children plenty of praise and encouragement, which helps to boost their self-esteem and confidence. Children behave well. The childminder has high expectations for children and their behaviour. For example, she shows them how to care for their environment.

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The provision is good

Children become absorbed in their activities. For instance, younger children concentrate for longer periods of time as they become engrossed in transferring rice between different pots. They use spoons to scoop and show wonder in the sound the rice makes as it is poured into the pot. Children enjoy stimulating activities, and the childminder carefully supports them in challenging themselves to extend their learning. For example, she helps children to twist, pull and push buttons on a mechanical toy to make the flaps pop up. They build on their new physical skills as they repeat the actions with growing independence. Children are confident and assertive. They demonstrate a can-do attitude towards their learning.

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need to do better?

n The childminder is aware of what information she needs to share with Ofsted. In addition, the progress check for children aged between two and three years is completed, and parents receive a short written summary of their child's development. The assessments the childminder makes of children's progress are accurate and used effectively to inform the planning of future activities. Children make good progress. n The childminder gains insightful information from parents regarding the experiences that children have had at home to plan ways to complement these. For example, she plans visits to a variety of interesting local groups and parks to further support children's social skills. However, the childminder does not always gather important information about children's development to identify their starting points. Parents comment, through written feedback, on how much they value and appreciate the good care, support and varied activities the childminder

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need to do better?

provides for their children. n The childminder carefully considers the ways in which she manages her workload. For example, she has started using an electronic system for recording her observations as children play. This helps her to develop her assessments and identify children's next steps in learning. n The childminder skilfully adapts her teaching practice to extend the children's learning as they take the lead in activities. She provides additional resources to

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need to do better?

9 October 2019 keep the activities flowing. However, at times, she does not offer new vocabulary to the children, to help extend the language they use. n The childminder keeps up to date with new early years information and attends training beneficial to her practice. For instance, she has increased her knowledge of tracking and assessment since her last inspection and has good knowledge of this aspect of practice. n The childminder works collaboratively with other childminders in the local area and joins them as they visit local toddler groups and libraries. This offers children opportunities to mix in larger groups and develop a sense of their community. In addition, the childminder uses this to share good practice and exchange ideas, to enable her to raise the quality of her teaching to a higher level. n The childminder supports children in learning how to keep themselves safe. For example, she reminds them not to run inside as they may bump or slip. Children

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need to do better?

follow these instructions and show understanding as they carefully walk to the table and help themselves to snack and a drink. n The childminder snuggles with the children to look at books and they enjoy singing familiar nursery rhymes together. Children learn to concentrate and listen to stories. All children gain the dispositions and attitudes that they need for their future learning, including their eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has completed training that helps her to recognise the signs and symptoms of possible child abuse. She knows the procedures to report and refer any concerns she may have regarding a child's welfare. The childminder ensures that safeguarding training is refreshed regularly. She understands her responsibilities to protect children from extreme views and behaviours. The childminder ensures that all adults living on the premises have the necessary suitability checks completed. She assesses the risks in children's play and provides close supervision to keep them safe.

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should:

n focus closely on all of the available opportunities within activities to offer new vocabulary to children in order to increase their language n obtain more detailed information from parents when their child first starts to plan the curriculum and identify their next steps in learning from the outset.

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Setting details

Unique reference number 225428 Local authority Leicestershire Inspection number 10084135 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 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 5 November 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Shepshed, Leicestershire. She operates from 7.30am to 5.30pm from Monday to Friday, all year round, except for bank holidays and family holidays. The childminder occasionally works with an assistant.

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Inspection activities

n The inspector viewed the areas of the home used by children. n The inspector viewed relevant documentation, including evidence of paediatric first-aid training and public liability insurance. She also checked the assistant's qualifications and training. 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 considered comments from parents and took their views into account. n The inspector observed the interactions between the childminder and children, and considered the impact on children's learning. n The inspector evaluated an activity with the childminder.

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Inspection activities

9 October 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

9 October 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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