Childminder in Rutland

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 children to learn new skills. For example, the childminder shows younger children how to thread beads onto a lace and encourages them to keep trying. Older children copy the childminder when she shows them how they can draw around their hand on paper. Children show a positive attitude to learning.

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The provision is good

Children value the praise they receive from the childminder, such as when they use the toilet. The childminder asks them to choose which sticker they would like to wear. Children show a sense of pride in their achievements. They are happy and show that they feel safe. Children demonstrate positive relationships with the childminder and other children. They learn how to share and use good manners. Children behave well and are polite.

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The provision is good

Parents comment positively about the childminder. They say that they like that the childminder takes their children to different places of interest, including the park, woodland and playgroups. Children have opportunities to develop their knowledge of their local community and to develop their learning in different environments. Recent changes to the childminder's home environment offer children unique opportunities to play and learn in plenty of space. Children move confidently around the childminder's home and choose resources to support their interests.

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need to do better?

n The childminder uses the curriculum to enhance experiences and opportunities for children. For example, children help her to make noodles with vegetables and try different foods. This helps children to develop their understanding of how nutritious meals are made. Children show the childminder how they can hold chopsticks. This contributes to their understanding of the world, such as traditions in other countries. n The childminder encourages older children to develop their literacy skills. For example, she supports them to learn the letters of the alphabet that are in their name. Children recognise the sounds of other letters of the alphabet. For example, they say, 'B, for boat.' The childminder takes children to the library to help them to develop a love of books. She reads them stories and asks them questions about the pictures they see. However, she does not always plan activities highly effectively to meet the needs of younger children. As a result,

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need to do better?

they are not always engaged in learning. n The childminder shares children's achievements with parents. This helps them to know how their children are developing. n The childminder acknowledges children's achievements. For example, she gives them a 'high five' and plenty of verbal praise. This contributes to their self-

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need to do better?

22 January 2020 esteem and confidence. n The childminder extends her professional development. She attends training courses that help to deepen her understanding of the different ways children like to learn. She talks to parents about their child's chosen learning style, such as when they like to transport objects from one area to another. This helps parents to support their children's learning at home. n The childminder shares information about children's learning with other early years settings they move on to. This helps to promote consistency in their development. n The childminder encourages children to be independent. She gives them plenty of time to take off their shoes. Children show an understanding of routines. For example, after they take their shoes off, they put them in the entrance hall. They complete tasks on their own. n The childminder supports children's communication and language skills well. She

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need to do better?

asks children a good range of questions and gives them time to respond. This contributes to children's thinking skills. The childminder helps children to develop their knowledge of the toys they play with. For example, when children show her a toy and ask what it is for, she gives them an explanation. This helps to develop their understanding.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes written risk assessments. She identifies any potential risks in her home and minimises these for children. For example, she identifies that currently her garden is not safe for children to use. When she assesses her playroom, which is through her garden, she supervises children well and holds on to their hands. This contributes to children's safety. The childminder knows the signs of abuse and her responsibility to liaise with appropriate agencies if she has concerns about a child's safety or welfare.

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should:

n strengthen the planning of activities to consistently enable younger children to be engaged.

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Setting details

Unique reference number EY407290 Local authority Rutland Council Inspection number 10074442 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 0 to 2 Total number of places 6 Number of children on roll 6 Date of previous inspection 15 April 2016

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Information about this early years setting

The childminder registered in 2010 and lives in Great Casterton, Stamford. She operates all year round from 8am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 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 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

22 January 2020 22 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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