Kate Ellen Miller

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

p.1

The provision is good

Children are polite, well mannered and have good behaviour. They show respect for each other and their toys. Children develop their independence and skills to become successful in their next stage of learning. The children are happy and well cared for in a calm and loving environment. The older children help to look after younger children, as they play board games together or walk to school. Children are encouraged to communicate to each other from the start. They spend time talking to their friends to share experiences. Even though parents cannot come into the setting as they usually would, due to COVID-19 (coronavirus), children tell parents about activities they do.

p.2

The provision is good

Children have clear boundaries and rules. They know about road safety; the childminder teaches them how to safely cross roads. Children are able to make choices and request toys. What children learn is based upon what they need to know next and their interests. This ensures they concentrate for long periods of time and that learning is relevant for all ages. Children are motivated to learn and to find out information, often asking questions and seeking information from the people around them.

p.2

need to do better?

n The childminder skilfully develops children's communication and language. She does this through careful questioning, clear explanations and giving detailed descriptions. For example, children find hidden pictures of food and post them into a box; they describe what they can see and talk with the childminder about what they like to eat. This results in children progressing well in learning to speak. n Children develop a good understanding of mathematics. For example, they count cars and spot numbers on the way to school. They develop their ability to take turns in group games and to share resources with each other. This helps children to make friends and to develop good manners. n Children have lots of opportunities to practise their skills and knowledge throughout the day. For example, children play with food in the role-play area and then find hidden food items in rice. However, the childminder does not

p.2

need to do better?

consistently build on opportunities to extend learning. For example, children enjoy having books read to them, but they do not discuss or link this to what they have learnt. This results in the most-able children not making as much progress across the areas of learning. n The childminder provides support to children who need it. She does this by giving them the knowledge they need to succeed and develop independence. For example, children attempt to put on their coats and shoes, wash their hands and pour their own drinks. This develops the confidence children have in their

p.2

need to do better?

25 May 2021 own abilities. The older children also act as good role models for the youngest children by showing them how to play board games and to take turns. The childminder has clear expectations and values for her setting. n The childminder knows children's capabilities in the setting well. She finds out by playing alongside them and observing their play. Children are provided with experiences that they enjoy and that they will learn from. This results in good levels of focus and attention. However, the childminder does not always find out what children do at home and what they already know before starting the setting. This results in children not making as much progress from the start. n The childminder sets high standards for all children. She ensures they are kept safe by adapting routines to make sure the children's welfare is priority. Children with additional needs are well supported, and they make good progress in their

p.2

need to do better?

development. The childminder ensures she is trained to understand the needs of all children to provide a high level of care and education. n Parents speak very highly of the setting. They feel informed about what their children do and reassured by how happy their children are when they attend. Parents feel listened to and know they can ask the childminder for help and support.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are safe and are well looked after. The childminder has robust policies and a good knowledge of safeguarding and of the 'Prevent' duty. She knows how to recognise signs of abuse and to report concerns and allegations. The childminder also knows the local area and associated potential risk factors. She ensures people in her household are suitable and that they understand the procedures. The childminder works hard to ensure her knowledge is suitable and is up to date. She knows how to keep children safe online and to educate them about the potential risks. The childminder is qualified in first aid.

p.3

should:

n develop opportunities to extend learning across the curriculum to enable the most-able children to make more progress n find out more about the children before they start to build on what they already know and to offer experiences they may not otherwise have.

p.3

Setting details

Unique reference number EY552200 Local authority Leicestershire Inspection number 10174909 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

Total number of places

Number of children on roll 10 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder was registered in 2018 and lives in Loughborough, Leicestershire with her family. She operates all year round from 7am to 6pm, Monday to Friday, term time only, with occasional holiday care provided. The childminder holds a level 2 in childcare. The childminder provides funded early education for three- and four- year-old children.

p.4

Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 pandemic. The inspector discussed the impact of the pandemic with the setting and has taken that into account in the evaluation of the setting. n The childminder and the inspector completed a learning walk together to determine what the childminder wants children to learn. n The inspector viewed all areas used by the children. n The inspector observed a range of activities and assessed the quality of education and the impact on all children's learning and development n The inspector took account of parents' and children's views during the inspection by speaking to them. n The inspector sampled a range of documentation, including training certificates, records of attendance, first-aid certificates, safeguarding policies and procedures and evidence of suitability of the childminder.

p.4

Inspection activities

25 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.

p.4

Inspection activities

25 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6