Taylor, Vida Margaret

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 show that they enjoy the time they spend with the childminder. They are happy, settled and enthusiastically participate in the activities offered to them. The childminder provides children with a caring, safe and homely environment. She places great importance on finding out from parents the needs of their children before they first start with her. This helps to ensure that she can support children's individual requirements.

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The provision is good

Children make good progress in their learning and development. The childminder demonstrates an ambitious attitude to what children can achieve. She provides them with a broad variety of play opportunities. Children are able to independently make decisions for themselves over what and where they play. The childminder supports children's interests and fascinations. This helps children to develop a positive attitude to new learning opportunities.

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The provision is good

Children are developing good manners and listen to instructions. The childminder reminds children to say 'please' and 'thank you', and expects them to ask before they leave the table after their meals. Children are learning to be tolerant. The childminder helps them to be respectful and considerate to those who may be different to themselves.

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need to do better?

n The childminder has a very good knowledge of children's family life. This helps her to offer them opportunities that may be new to them. For example, the childminder provides resources that have promoted children's interest in listening to classical music. n The childminder understands how children learn and she skilfully interacts with them as they play. She carefully assesses their current developmental stage and plans experiences that support their next steps in learning. For instance, the childminder and children gauge the temperature of the water that they have prepared to bath the dolls in. They discuss whether it is warm or cold. Children recall previous experiences involving water that they enjoyed, such as visiting a local museum where they observed water flowing through drains. n The childminder supports children to develop their communication and language skills. She speaks clearly, pronouncing words precisely as she chats, and

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need to do better?

provides a commentary to their play. Children are developing a love of books. They listen attentively as the childminder reads to them. She introduces new words to extend their vocabulary. n The childminder promotes an early understanding of technology. For example, she organised an outing to a local fast-food outlet to specifically enable children to order their chosen meal using an interactive screen.

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need to do better?

29 January 2020 n The childminder encourages children to consider how to keep themselves safe as they play. She reminds them of the potential outcome of running in socks on a hard floor and she explains to them how to carry a small chair safely. n The childminder shows sensitivity to children. The frequent praise that she offers children helps to develop their self-confidence and generally feel good about themselves. Children form strong bonds with the childminder and enjoy her undivided attention as she sits and plays alongside them. n The childminder has developed good partnerships with parents. She talks to them each day when they drop off and collect their children. She supports parents with ideas of how to continue with their children's learning at home. n The childminder encourages children to develop an understanding of the importance of keeping healthy. She encourages them to make healthy food

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need to do better?

choices and teaches them that certain foods need to be eaten in moderation. The childminder teaches children good hygiene routines, such as washing their hands before meals. n The childminder provides lots of opportunities for children to explore the wider community. For instance, they often go out for walks and go to soft-play sessions and trips to the local park. She also takes children to regular toddler sessions and meets with other childminders to enhance children's socialisation skills and friendships further. n The childminder's knowledge and skills are good. However, she has not considered further, continual professional development opportunities to ensure that she remains up to date with new initiatives.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her responsibility to safeguard children. She demonstrates an appropriate knowledge of the signs and symptoms that may indicate that a child is a risk of harm. The childminder completes training to refresh her safeguarding knowledge, which includes wider safeguarding issues, such as radicalisation. She is aware of the procedure to follow if she has any concerns over the welfare of a child. The childminder carries out regular risk assessments of her home to help her to identify and minimise hazards to children. She closely supervises children at all times.

p.3

should:

n strengthen arrangements for continual professional development opportunities to remain up to date with new initiatives.

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Setting details

Unique reference number EY362362 Local authority Leicester Inspection number 10106352 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 7 Total number of places 6 Number of children on roll 4 Date of previous inspection 1 June 2015

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Information about this early years setting

The childminder registered in 2007 and lives in Leicester. She operates her provision all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant qualification at level 3. The childminder receives funding for free early years education for four-year-old children.

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Inspection activities

n The inspector and the childminder viewed the areas to be used. 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. n The inspector took account of the views of parents from information provided by the childminder.

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Inspection activities

29 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

29 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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