Childminder EY549695

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children demonstrate that they are happy, well-settled and safe. They buzz with excitement as they explore different ways of using the stepping-stone cushions. They jump, hop and balance confidently and are learning to manage their own risks in a safe environment. Children behave well and are eager to play, demonstrating they have a positive attitude to their learning.

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The provision is good

Overall, the childminder has high expectations for all the children in her care. She enthusiastically joins in their play and promotes children's communication and language skills well. This is evident as the children listen to a story about a caterpillar who is hungry. They concentrate, listen and recall the sequence of the story. They use new words such as 'cocoon' and 'salami' and thoroughly enjoy talking about the life cycle of a caterpillar.

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The provision is good

Children develop a close and trusting relationship with the childminder and their friends. Children play together well and often chat about what they are doing as they play. They use their imagination effectively as they play with the role-play toys. For example, they pretend to go camping. They gather the dolls and collect a bag of food. They shout to the childminder, 'We are off now', and pretend to set off on their journey, giggling as they play.

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need to do better?

n The childminder provides children with a broad and balanced curriculum. She follows children's initiatives and their interests. She assesses children's achievements in order to close any gaps in their development. Additionally, the childminder uses the information she gathers to help her plan for children's next steps in their learning. However, on occasions during focused planned activities, the childminder does not provide children with highly effective learning experiences. n Overall, the childminder has effective partnerships with parents. The childminder informs parents about children's achievements and talks to them on a daily basis about what children have done. However, she does not find out effectively what children know, understand and can do and the experiences they have at home when they first start with her. This means the childminder is not able to enrich children's current experiences from home to support their further learning.

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need to do better?

n Children benefit from a balance of planned and spontaneous play. The childminder provides children with choices, and their opinions are valued and incorporated into their play. Children remain enthused and enjoy their learning. For example, they show an interest in solving problems. They fix together pieces of a construction toy by following diagrams and are proud when they succeed in building a robot. This also helps the children to use their critical thinking skills.

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need to do better?

11 February 2020 n The childminder supports children to use their personal care skills and develop their independence. For example, children follow a good hygiene routine of washing their hands before their snack and at mealtimes. They have opportunities to safely cut their own fruit for their snack and put their own coats and shoes on. n The childminder is a good role model for behaviour. She supports children to develop positive and kind attitudes towards each other. Children learn to be helpful and follow instructions effectively. For example, they tidy the toys away into the correct boxes before having lunch. n The childminder regularly evaluates the quality of her provision. She reflects on activities and adapts them to make any improvements. Since she registered the childminder has changed the layout of the toys so that the children can access them easily, to help their independence skills. She attends training to gain

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need to do better?

additional knowledge and ideas. For example, she has recently completed a course on helping children learn through play. This has helped the childminder to adapt some of the activities she provides, to ensure children are continually interested and inspired to learn. n The childminder offers a diverse and inclusive setting. Children learn about the wider world around them. They visit local groups and learn to socialise with other children. This helps children to learn about people who are not in their immediate family.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows her responsibilities to keep children safe from harm. She understands who to contact and what to do if she has a concern about a child in her care. The childminder has attended training on child protection to update her knowledge and understand the wider issues linked to safeguarding children. She knows the procedure to follow if an allegation is made against herself or a member of her family. The childminder ensures that she maintains a safe environment. She carries out checks on the home and garden daily to remove all hazards.

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should:

n strengthen the partnerships with parents to find out what children know, understand and can do and the experiences they have at home, to help shape their learning from when they first start the provision n review focused planned activities, to ensure all children are consistently provided with highly effective learning experiences.

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Setting details

Unique reference number EY549695 Local authority Leicestershire Inspection number 10126871 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 3 to 10 Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Burbage, Leicestershire. She operates all year round, Monday to Friday from 7am to 6pm, except bank holidays and family holidays. The childminder has a relevant early years qualification at level 3. She is in receipt of funding for early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector carried out a learning walk with the childminder and discussed how she delivers her curriculum. She spoke to the children at appropriate times throughout the inspection. n The inspector observed the quality of education provided by the childminder and assessed the impact this has on children's learning and development. n The inspector completed a joint evaluation of an activity with the childminder and held discussions with her about the children's learning and her teaching. n The inspector took account of parents' views through comments made by the childminder and written questionnaires completed by parents. n The inspector reviewed a range of documentation, including the childminder's training certificates, insurance policy, records of attendance and safeguarding policy. She looked at evidence of the suitability of the childminder and persons living in the household.

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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

11 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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