Childminder EY413814

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

The childminder has high expectations of children's learning. She encourages them to solve problems in their play. For example, the childminder asks children if they can build a train track in a 'circle'. When children say they cannot do it, she reassures them and says, 'I think you can, I think you are very clever.' When younger children use wooden bricks to build towers, they often fall down. The childminder's assistant encourages children to 'build again'. Children persevere and achieve their goal. This helps children to develop a can-do attitude to learning.

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The provision is good

The childminder offers children unique opportunities to learn to care for animals. Children take a keen interest in the childminder's pet gerbils. They help to clean their cage and provide them with cardboard tubes to play with.

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The provision is good

Children enjoy playing in the childminder's garden. They jump on a trampoline and climb steps to a playhouse. They take and manage risks and are physically active. Children put their hands in water and press them onto a board. They show an interest in the different marks they make.

p.2

The provision is good

Children leave parents confidently when they arrive. They happily join other children to play. Children demonstrate that they are emotionally secure. They have positive relationships with the childminder and her assistant. Children show that they feel safe and secure.

p.2

need to do better?

n The childminder knows children well. When she plans activities, she ensures that they are suitable for all ages of children in her care. This enables children to take an active part and to remain focused. For example, when children play with cooked spaghetti, younger children stretch it until it breaks. Older children learn how to use tools and cut it into tiny pieces. Children show good hand-to-eye coordination. They make good progress from their starting points in learning. This includes those children who are in receipt of funded early education. n The childminder uses her curriculum to enhance experiences for children. She helps them to develop their understanding of the local community. The childminder takes children to various places, including toddler groups and the park. This provides children with opportunities to develop their social skills and to interact with children of a similar age.

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need to do better?

n The childminder spends additional funding effectively to promote the interests of the children and to develop their learning. For example, the purchase of new board games provides children with opportunities to develop their knowledge of animals that live in the rainforest and ocean. n The childminder encourages children to be independent. She teaches older

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need to do better?

20 January 2020 children how to put their coats on by themselves. For example, they place their coat on the floor, put their arms in and flip the coat over their head. Children listen, follow instructions and complete tasks on their own. n The childminder supports children's communication and language skills. She asks older children a good range of questions. This contributes to their thinking skills. n The childminder talks to parents daily about their children's achievements. She shares with parents what their children need to learn next. This helps them to know how their children are developing. The childminder offers parents ideas about how they can continue their children's learning at home, such as supporting them to draw pictures of their family members. n The childminder provides parents with information about how to provide healthy lunches for their children. However, she does not always make the most of

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need to do better?

opportunities to extend children's understanding of healthy eating. n Children show an understanding of how to use technology. For example, when the childminder takes a photograph of them playing, children say, 'Send it to Mummy's phone.' The childminder monitors the time children spend on technical devices. She talks to them about potential risks when they access the internet, such as to recognise strangers. This helps to promote children's safety. n The childminder actively promotes positive behaviour. She gives children praise and encouragement and a 'high five' for their achievements. Children acknowledge the praise they receive with a smile and return the gesture. They behave well. n The childminder does not make effective use of professional development opportunities for herself and her assistant to enhance their already good interactions with children even further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out checks in her home. She completes written risk assessments to help her to identify any potential risks to children. This helps her to provide a safe environment for children to play. The childminder and her assistant maintain relevant first-aid qualifications. This helps them to respond appropriately in the event of an accident or emergency. The childminder and her assistant have a good understanding of the signs of abuse and where to report any concerns they have regarding a child's safety or welfare.

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should:

n provide children with more consistent opportunities to develop their understanding of healthy eating n strengthen professional development to build further on interactions with

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should:

20 January 2020 children to help raise outcomes even higher.

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Setting details

Unique reference number EY413814 Local authority Rutland Council Inspection number 10074545 Type of provision Childminder

p.5

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 18 Number of children on roll 15 Date of previous inspection 22 June 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Oakham. She operates all year round from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She works with assistants. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector had a tour of the areas of the premises that children use. n The inspector observed the quality of education during activities, indoors and outdoors, 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 and one of her assistants. She reviewed relevant documentation and evidence of the suitability of persons living in the household and working with the children. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through reading written feedback provided.

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Inspection activities

20 January 2020 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

20 January 2020 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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