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 Not applicable

p.1

The provision is good

Children are happy and content in the childminder's care. They play together in a nurturing environment. Children choose what they want to play with and learn new things with support. For example, children select games they are interested in, such as superhero dominoes, which they learn to take turns with together. Children learn how to become independent and keep safe in the world around them. For example, they learn to manage risks using the slide outdoors. Children learn new words quickly and spend time talking together about things they do. For example, children play with water, watching as it dries, and the childminder explores evaporation with them. Children are confident to ask questions and explore. They are excited to learn more by asking why flowers need water on a hot day. This helps them to develop what they know and can do.

p.2

The provision is good

Children behave well. They receive praise and are shown alternatives when they make mistakes to enable them to learn and improve. Older children play alongside the younger children responsibly. For example, the older children join in routines by helping to feed the younger ones at snack time. Even though parents cannot come into the setting as they usually would, due to the COVID-19 (coronavirus) pandemic, children talk to their parents about the activities they do and are enthusiastic to return.

p.2

need to do better?

n The childminder has a good knowledge and understanding of how children learn, especially in subjects such as literacy. She uses children's interests and routines to develop what they already know. For example, children spot road signs when walking to school. They learn what the signs mean and find the letters that are in each other's names. This helps older children to learn the relevance of print in the world around them. n The childminder plans exciting activities which are based on what children need to learn next or to give them new experiences. Children also have opportunities to practise what they enjoy by getting out their favourite toys to share with their friends. n Children take part in group activities which take into account children's abilities and include all ages. For example, older children explore making marks with chalks, which the childminder tries to develop by encouraging them to use water

p.2

need to do better?

to paint over the letters she writes. The younger children play alongside, by placing the chalks in and out of different-sized containers. This develops children's physical control and coordination skills. However, the older children do not always show the attention and focus needed to develop their skills further. This means that older children, without adult support, are not able to concentrate for sustained periods of time.

p.2

need to do better?

14 June 2021 n The childminder develops her own knowledge and understanding about different teaching styles, to support the children and help them to learn. She talks to the children about personal safety and gives clear instructions for them to follow. For example, she explains to children how to apply sun cream and why they need it. The childminder is patient, calm and helps children to understand their emotions. She knows how to work with other agencies for children who need extra help and support. n Children are supported to develop their independence. For example, they are encouraged to put on their own shoes ready to play outside. Children then have opportunities to develop their physical skills and have new experiences to play with other friends, such as visiting the park and public green spaces. This builds on what they are able to do at home. n The childminder plays with the children and talks to them about what they are

p.2

need to do better?

doing. She helps to develop older children's mathematical knowledge and the skills they need ready for school, such as counting and letter recognition. She is interested in what the children can do and asks them questions to encourage them to think for themselves or to be curious about the world around them. However, she does not simplify her interactions with the youngest children, especially in the ways she communicates. This results in language being too complicated, and opportunities to develop some areas of learning for the youngest children are not supported consistently. n Parents speak highly of the childminder and often recommend her. They receive good levels of communication and feel informed about what their child is learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Children are safe and well looked after. The childminder has robust policies and a good knowledge of safeguarding. She knows how to recognise signs of abuse and report concerns and allegations. The childminder also knows potential risk factors that may affect the children she works with. She ensures that people in her household are suitable and checks that they understand the procedures in place. She knows how to keep children safe online and educate them about the potential risks. The childminder works well with other agencies to ensure that children are kept safe, and support is given to those who need it.

p.3

should:

n develop opportunities for older children to learn to concentrate and remain focused on activities n improve consistency of support across the curriculum for the youngest children,

p.3

should:

14 June 2021 especially when they are learning to speak and communicate.

p.3

Setting details

Unique reference number EY550829 Local authority Leicestershire Inspection number 10174284 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017 and lives in Loughborough, Leicestershire. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in the evaluation of the setting. n The childminder and the inspector had 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 spoke to parents and children and took account of their views. n The inspector sampled a range of documentation, including training certificates, records of attendance, first-aid certificates, safeguarding policies and procedures, and evidence of the childminder's suitability.

p.5

Inspection activities

14 June 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.5

Inspection activities

14 June 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7