Childminder in Leicestershire

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 feel safe and secure in the childminder's caring and homely environment. The parents are complimentary about the childminder's settling-in process. There is an ethos of fun and laughter. Children play in a well-planned, inviting environment where there is a wealth of resources to ignite their curiosity. They independently explore the toys and lead their own play. Equally, children happily welcome the childminder's interaction in their play.

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The provision is good

Children thrive on the childminder's high expectations of them. When children say, 'I can't do it,' the childminder replies, 'Yes you can, have a go.' Young children put on their own wellington boots. Older children dress into outdoor wet suits with very little help. The childminder offers lots of praise and encouragement. This contributes to children's self-esteem and builds their confidence.

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The provision is good

During planned activities, children listen to and follow instructions offered by the childminder. Overall, children behave well, especially when playing outdoors. They play games cooperatively together and share resources well. Children work together to plant flowers in soil. Older children show care and concern for younger children and spontaneously demonstrate polite manners, such as saying 'excuse me' and 'thank you'. Older children alert the childminder when younger children show signs they might need some support.

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need to do better?

n The childminder knows children well. She recognises their abilities and interests, likes and dislikes. She acknowledges what children already know and what they need to learn next. The childminder uses this information to plan activities that help children meet their developmental milestones across the whole early years curriculum. n The childminder introduces activities to help children develop their strength. Children show high levels of concentration and enjoyment as they manipulate, explore and investigate dough. They return to this activity after they move away to play with something else, but return over and over to play with the dough as the play sustains their interest. n The childminder helps children to develop an interest about the world around them. She regularly takes them to visit the local adventure park where children have freedom to run around. Additionally, the childminder takes children to local

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need to do better?

playgroups. These activities help to build children's confidence away from the setting. They also provide opportunities for children to meet new people and develop an awareness of their local and wider communities. n The childminder makes good use of her garden, which benefits those children who prefer to learn outside. She provides a range of resources to help children

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need to do better?

5 February 2020 to develop their large-muscle skills and hand-to-eye coordination. They play with different bats and hit, throw and catch balls. This contributes to their developing physical skills. n Children form secure relationships with both the childminder and her immediate family. They warmly greet the childminder's son as he enters the room. They include him in their role play, bringing him pretend cups of tea. Children display good levels of confidence and emotional well-being. n The childminder incorporates mathematics into children's everyday play as she plays alongside them. For example, when making dough she introduces new vocabulary, such as 'full' and 'half full'. Children confidently use numbers in order as they pour ingredients into a bowl. n The childminder offers a large selection of books to enhance children's early literacy skills. Young children discover books outdoors. They hold the book the

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need to do better?

correct way up, turn the pages, lift the flap and say 'peep-po'. n The childminder seeks advice from other professionals to provide consistency of care and learning. For example, with permission from parents, she speaks to health visitors to discuss individual children. This means that children receive the help they need to enable them to make good progress from their starting points. n The childminder has been exploring different behaviour management strategies. One example has been introducing a sand timer to encourage children to wait for a turn. However, occasionally some older children still become frustrated and struggle to manage their feelings and behaviour. Additionally, at times, some children do not respond quickly enough to the childminder's requests. n The childminder has developed positive relationships with parents. She seeks information from parents about children's interests and what they can already do

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need to do better?

when they start. Parents comment that good communication with the childminder means there is a joint approach to children's learning and development. n Although the childminder keeps her mandatory training up to date, she has not recently accessed professional development opportunities to enhance her teaching skills even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities to protect children in her care. She has a good understanding of the signs that indicate a child is at risk of harm. The childminder knows how to record any concerns and where to report them. The childminder understands wider safeguarding matters, such as extreme behaviours or views. The childminder is vigilant about children's safety. When travelling in the car she makes sure all children have the correct child car seats. The childminder's home and garden are safe, secure and well maintained.

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should:

n explore further professional development opportunities to raise the quality of teaching, knowledge and skills to an even higher level n reduce incidences of frustration and help children to manage their feelings, behaviour and to listen and respond even quicker to instructions.

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Setting details

Unique reference number EY342977 Local authority Leicestershire Inspection number 10064466 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 1 to 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 7 August 2015

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Information about this early years setting

The childminder registered in 2006 and lives in Broughton Astley, Leicester. She operates all year round from 7am to 6pm, Monday to Friday, 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 observed the quality of education during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

5 February 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

5 February 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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