Childminder 225453

Overall effectiveness Good

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

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The provision is good

Children are happy and show that they have a good relationship with the childminder. For example, they sit on her knee to listen to a story. Children demonstrate that they feel safe and are emotionally secure. They learn to share and take turns. Children play games with the childminder where they have to take turns to throw a dice. Children learn the rules of the game and respond positively to the childminder's requests.

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The provision is good

The childminder extends her professional development. This helps her to develop her understanding of the importance of children's physical development. Children receive daily opportunities for fresh air and exercise. Indoors, children thoroughly enjoy unique opportunities to move their bodies to the sound of music. They jump up and down when they throw scarves in the air and move their bodies from side to side. Children are physically active.

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The provision is good

The childminder has high expectations of children's learning. She knows children well and what activities they enjoy. Children experience awe and wonder in their learning. For example, when younger children touch a wall that the sun shines on, the childminder talks to them about it being warm from the sun. This helps children to develop their understanding of the natural world and temperature.

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need to do better?

n The childminder uses the curriculum to enhance opportunities for children. She provides them with experiences that they do not always receive at home. For example, she helps them to learn about different animals. She takes children to farms and to see other people's pets. Children watch squirrels climb trees in the garden. They learn to respect and to have an appreciation for animals. n The childminder actively promotes positive behaviour. She consistently reminds children to use good manners. The childminder praises children's achievements. For example, she claps her hands and gives them verbal praise. This helps to raise children's self-esteem. As a result, children behave well. n The childminder supports children's communication and language skills effectively. For example, when she asks them questions about pictures they see in a book, she gives children plenty of time to respond. This helps to promote

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need to do better?

children's thinking skills. The childminder leaves off the end of sentences when she reads from a book. This encourages younger children to finish the sentences, developing their speaking skills. Children are engaged and concentrate. n The childminder promotes fun personal hygiene practices. For example, when children wash their hands, she says, 'one, two, three'. Children reply, 'bubbles', and show visitors their soapy hands.

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need to do better?

2 December 2019 n The childminder offers children and their families settling-in sessions when they first start. This helps children and parents to get to know the childminder and her home. However, the childminder does not gather enough information from parents about what children already know and can do when they first start. This means that she does not always build precisely enough on children's achievements and abilities from the outset. n The childminder encourages children to develop an interest in books to help promote their literacy skills. For example, when she reads a story, she gives younger children soft-toy characters that are in the book. Children play with these, listen and visibly enjoy the story. n The childminder shares information with parents about their children's development and the daily activities they enjoy. This helps parents to know what their children are learning. However, the childminder does not support parents

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need to do better?

enough to continue their children's learning at home. n The childminder encourages children to develop their mathematical skills, such as counting. For example, she asks them to count objects they see in a book. Younger children confidently count to nine. n The childminder works well in partnership with other early years settings that children also attend. For example, she shares information about their learning and what they need to learn next. This contributes to consistency in children's development. n Parents comment positively about the childminder. They say that their children, 'blossom' when they are with her and they are always 'excited to attend'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the signs of abuse and where to report any concerns she may have regarding children's safety and welfare. Furthermore, she has a good knowledge of wider aspects of child protection, such as indicators of children being at risk from extreme views and ideas. The childminder uses safety equipment in her home to stop children accessing certain parts unaccompanied. She asks for passwords of people she does not know. This ensures that children do not leave her care with a person unknown to their parents. This contributes to children's safety.

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should:

n gather more information from parents about what children already know and can do when they first start to help plan more precisely for their learning n help parents to continue to support their children's learning at home.

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Setting details

Unique reference number 225453 Local authority Leicestershire Inspection number 10106206 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 to 3 Total number of places 6 Number of children on roll 2 Date of previous inspection 8 April 2015

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Information about this early years setting

The childminder registered in 1993 and lives in Loughborough. She operates all year round from 8am until 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector had a tour of areas of the premises that children use. 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 an activity with the childminder. n The inspector held discussions with the childminder. She reviewed relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

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Inspection activities

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

2 December 2019 2 December 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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