Childminder in Leicester

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

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The provision is good

Children form positive attachments to the childminder. They are happy and content in her care. Children behave well and use good manners. The childminder expects all children to be respectful, polite and kind to each other. Children look after each other, they enjoy each other's company and include each other in their play. Children respond positively to the childminder, who uses praise and encouragement to acknowledge children's achievements.

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The provision is good

Children show that they feel safe and secure in the care of the childminder. They happily interact with visitors to the setting. Children reflect on the past experiences that they have had while in the care of the childminder. They eagerly show visitors photographs of themselves playing in snow, building snow men in the garden. They talk about the fun they had playing in the snow.

p.2

The provision is good

Children listen to instructions and display can-do attitudes as they put on their own hat, coat and shoes for outdoor play. Older children confidently fasten up their own buttons and zips. Children are becoming increasingly independent and manage their own personal care needs well. They demonstrate good hygiene practices and know to regularly wash their hands to remove germs.

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need to do better?

n The childminder knows the children in her care well. She confidently talks about their individual capabilities and their enjoyment of playing outside. The childminder plans around the children's love of outdoor activities to build on their learning in all areas of the curriculum. Children concentrate as they play for extended periods of time in the mud kitchen. They carry water with care not to spill it and experiment with what happens when different natural materials are mixed together. n Children enjoy a wide range of new and interesting experiences with the childminder that broaden their experiences and support them to develop their understanding of the world around them. This includes regular trips on the bus to local places of interest, such as Abbey Park. Children recently visited a local petting farm, for some children this was their first experience of seeing farm animals. n The childminder places a high priority on supporting children's language

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need to do better?

development. She engages children in meaningful conversations and models good conversational skills. The childminder speaks clearly and uses the repetition of language to help all children, including those who speak English as an additional language, pronounce words correctly. She asks questions to check children's understanding. Children demonstrate that they understand the differences between healthy and unhealthy food. Children confidently

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need to do better?

20 May 2021 communicate their ideas, they extend and build on their growing vocabulary. Children talk about which food is unhealthy, naming foods that contain lots of sugar and salt. n Children concentrate for long periods of time as they make independent choices about what they want to play with. Older children have great fun as they engage in imaginative play, buying and selling food in a role-play shop. However, the childminder does not make use of opportunities that arise from children's play to encourage them to count. Children do not use numbers and mathematical language in their play. n The childminder regularly evaluates her practice. She has worked with the local authority adviser to address the actions set at the last inspection. The childminder is committed to making changes to the provision to raise standards. She is currently looking at introducing the forest school approach to learning, to

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need to do better?

further enhance children's opportunities for physical development. n Risk assessments are effective. The childminder supervises children well and maintains a safe environment. However, the childminder does not provide children with explanations to help them learn to assess and manage risks for themselves. n Partnerships with parents are effective. Parents comment that although since the COVID-19 (coronavirus) pandemic they no longer go into the setting, they still receive a wealth of information about their child's learning and development. Including text messages about their child's achievements, photographs and daily conversations at drop-off and collection times.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibilities to keep children safe. She keeps up to date with current requirements through regular training and she is aware of wider safeguarding issues. The childminder is confident with the local procedures for reporting any concerns about the safety and well-being of children in her care. She has a comprehensive child protection policy, which she shares with parents. The childminder understands how to record and report any accidents that should occur while children are in her care.

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should:

n develop your curriculum implementation to support children to use number, count and develop their understanding of mathematical concepts n provide children with explanations to help their understanding of potential hazards, so that they learn to assess risk and keep themselves safe.

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Setting details

Unique reference number EY558805 Local authority Leicester Inspection number 10107023 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 25 April 2019

p.4

Information about this early years setting

The childminder registered in 2018. She works from her co-childminders address in Leicester. She operates for 48 weeks of the year from 7am until 5pm, Monday to Friday. She holds a level 3 childcare qualification.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector completed a learning walk with the childminder and discussed how her curriculum supports children's learning. 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 spoke with children during the inspection. n The inspector carried out a joint observation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector held discussions with parents and took account of their views.

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Inspection activities

20 May 2021 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

20 May 2021 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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