Childminder 225679

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 provides a warm, welcoming and homely environment. Children show that they feel safe and relaxed in her care. The childminder works hard to ensure that she gains a good knowledge of children and their families before they start with her. This significantly contributes towards how quickly children settle. Children have developed close relationships with the childminder and also with each other. They play happily and confidently access resources independently in surroundings that are clearly familiar to them. The childminder is experienced. She interacts with children skilfully, offering suggestions to extend their thoughts and ideas.

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The provision is good

Children are making good progress and are developing the skills they need for their next stage in learning. The childminder provides activities that follow children's interests, which results in children showing an eagerness and enthusiasm to new learning experiences. The childminder has high expectations for what all children can achieve. She expects even young children to demonstrate an awareness of appropriate manners and to listen to instructions. For example, when asked to tidy up their toys, children respond and put resources away where they belong. Children are learning to be tolerant towards one another. They are encouraged to consider the feelings of others when, for instance, they are reluctant to share their toys.

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need to do better?

n The childminder provides opportunities for children to continuously broaden their knowledge and experiences. For example, she provides waterproof clothing to ensure that children can enjoy outdoor experiences in all weather conditions. She explains how they relish opportunities to run freely in large open spaces and explore the natural environment. n The childminder ensures that children receive a broad range of activities that cover all areas of the curriculum. She monitors the progress that children make. This helps her to identify any delays in children's learning. The childminder is aware of the need to carry out a progress check for two-year-old children. n The childminder understands how children learn. She enables children to initiate their own learning experiences. For instance, she quietly observes a child who discovers that soft dough can stick to windows to create a picture. She shows interest in their play and understands when to offer opportunities to extend their

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need to do better?

learning and when it is more appropriate to stand back and observe. n The childminder continually talks to children. She describes what they are doing and introduces new words to help increase their vocabulary. Children enjoy snuggling up to the childminder to look at a book. The childminder discusses the facial features of the characters in the book. She challenges the children to find

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need to do better?

22 January 2020 features on their own face. This supports children's communication and language skills well. n The childminder is sensitive to children's needs. She follows their home routines and congratulates them enthusiastically for achievements in their personal care. The regular praise that children receive helps to boost their self-esteem. n Children show great confidence for their age. They eagerly interact with visitors, chatting to them and happily including them in their play. n The childminder understands the importance of promoting healthy eating. She supports parents to send food that is nutritious. The childminder incorporates opportunities to support children's early mathematical knowledge during snack time. She talks to them about the different sizes of the bananas that they are eating and how they are good for their tummies. n The childminder regularly attends group activities with other childminders.

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need to do better?

Together, they take turns to plan interesting activities. This provides children with opportunities to develop their social skills within a larger group of children. n The childminder works with other settings that children move on to. This helps to ensure a smooth transition for children and promotes consistency in their learning and development. n Overall, the childminder has developed good partnerships with parents. She talks to them each day when they drop off and collect their children. However, she does not consistently offer parents ideas or suggestions to extend their children's learning and development at home.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has an appropriate knowledge of child protection issues, including wider safeguarding concerns. She can identify the signs and symptoms that may indicate that a child is at risk of harm, including extremist behaviour. The childminder knows who to contact if she has concerns about the welfare of a child. She completes regular safeguarding training to ensure that her knowledge of legislation is consistently up to date. The childminder ensures that risks to children in her home are minimised. She closely supervises children at all times, both in her home and on outings.

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should:

n consider ways to enhance partnerships with parents to support children's home learning even further.

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Setting details

Unique reference number 225679 Local authority Leicestershire Inspection number 10106208 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 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 26 March 2015

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Information about this early years setting

The childminder registered in 1992 and lives in Market Harborough, Leicestershire. She operates her provision all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector and the childminder viewed the areas used for childminding purposes. The childminder outlined her approach to the inspector for caring for children and supporting their ongoing learning and development. n The inspector observed the interactions between the childminder and children during activities and assessed the impact these have on children's learning. n The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector checked evidence of the suitability of the childminder and other household members and looked at relevant documentation.

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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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