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

p.1

The provision is good

Children are happy and safe in the childminder's home. They arrive at the setting eager to see each other and quickly settle at an activity. Children have lots of opportunity to explore books independently. They sit together and read to each other. Older children sing the alphabet song as they show younger children the pictures in the book that match the letters.

p.2

The provision is good

Children respond well to the high expectations set by the childminder for their behaviour. Older children act as role models for younger children. They cooperate well with the childminder's request to help tidy away toys. Older children support the younger children who struggle to take off their own coats and to hang them up.

p.2

The provision is good

Children learn about the world around them. They eagerly talk about their recent adventures, including a trip on the bus to see the animals at the farm. Children are incredibly curious and love to explore. They excitedly look for worms in the childminder's garden. They giggle and squeal with delight when they find one. The childminder teaches the children to handle the worm with care. She helps them to find a safe and suitable new home for the worm in the garden.

p.2

need to do better?

n The childminder implements a curriculum that successfully promotes children's physical development. The childminder takes children on walks in the local community and on frequent visits to parks and woodlands. Children strengthen their large motor skills as they run, climb, and balance on equipment. They steer and control the speed and direction of their bicycles. Children develop their fine motor skills. They delight in filling and emptying containers with sand and pebbles. They enjoy pouring water into soil, stirring, and mixing them together with spoons and sticks to create mud. n Since the COVID-19 (coronavirus) pandemic the childminder had made changes to how she meets with new parents prior to their children starting in her care. She arranges for parents to visit her setting during non-working hours. The childminder agrees a settling-in period with parents, in accordance with their child's individual needs, so that they gradually get to know her and the new

p.2

need to do better?

environment. n The childminder works with parents to find out about their child's abilities and interests, to enable her to support them appropriately when they begin at the setting. She uses this information to plan activities and provide children with new experiences. The childminder takes children out on trips using public transport. For many children this is the first time that they have experienced riding on a bus.

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need to do better?

20 May 2021 n Parents speak positively about the variety of experiences that their children have at the setting. They comment that their child's independence has grown since being in the care of the childminder, that their child can now put on their own shoes and coat and dress themselves. n The childminder has a positive attitude towards making improvements to her practice. She has successfully addressed the actions set at the last inspection. She has evaluated her own practice to better support children who speak English as an additional language. The childminder pronounces words clearly for children to copy. She continually talks to children, describing what they are doing. The childminder introduces new words to increase their vocabulary. Children are very chatty, and their language is developing rapidly. n Children concentrate for long periods of time as they carefully stack wooden blocks on top of each other. However, the childminder does not use

p.2

need to do better?

opportunities that arise from children's play to support children to count, use number and name shapes. n The childminder completes checks on her home prior to children's arrival to ensure the environment is a safe place to play. However, the childminder does not provide opportunities for children to take risks and learn how to keep themselves safe.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of the signs that a child might be at risk of abuse, neglect or exposed to extreme views. She has procedures in place and knows what to do if she were to have any concerns about a child's welfare. The childminder is secure in her understanding of what action to take should an allegation be made against her, a member of her household or her co-childminder. The childminder understands the need to keep her understanding of wider safeguarding issues up to date, including how to support children to learn to use technology safely.

p.3

should:

n develop your curriculum implementation to support children to use numbers, 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.

p.3

Setting details

Unique reference number EY558911 Local authority Leicester Inspection number 10106870 Type of provision Childminder

p.4

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 lives in Leicester and regularly works with another registered childminder from her own home. She operates for 48 weeks of the year from 7am until 5pm, Monday to Friday. The childminder holds an appropriate childcare qualification at level 2.

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.

p.4

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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