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

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The provision is good

Children learn in a home-from-home environment. Children are encouraged to be independent. They confidently put their shoes on ready to go outside. Children have plenty of opportunities to learn through well-planned activities, that are appropriate for their age and stage of development. Children spend lots of time outside. Two-year-old children negotiate space successfully, when using balance bicycles. Later, they build their confidence attempting to balance successfully on the obstacle course.

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The provision is good

Children feel safe and secure. They snuggle into the childminder as she comforts them if they need reassurance. Children show they feel comfortable with the childminder as they move confidently around the areas used for childminding. Children show a positive attitude to learning. They display high levels of involvement when scooping sand into the sand tray and adding water using small toy diggers. When children find tasks challenging, such as zipping their coats up, they persevere with encouragement from the childminder.

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The provision is good

Children's behaviour is good as there are high expectations. They care for each other well. Children sensitively comfort their friends, who find separating from their parents/carers more difficult. Three-year-old children ask their friends, 'Would you like some breakfast?'. When praised by the childminder, children politely respond with, 'You're welcome'.

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need to do better?

n The childminder finds out about what children already know when they start to attend. She plans to build on the experiences children have at home. The childminder recognises that some children do not have opportunities to engage in messy play. Children make play dough with the childminder. They use a spoon to carefully mix the ingredients together. They excitedly ask to mix the play dough with their fingers. They enthusiastically explore the different ways play dough can move as they roll and squash it. n The childminder knows the children she cares for very well. She follows the children's interests and adapts activities accordingly. Children make their own choices throughout the day. For example, they choose whether to eat their lunch inside or outside. The childminder makes accurate assessments of the children's learning. She knows what children need to learn next. n Many high-quality interactions take place throughout the day between the

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need to do better?

childminder and the children she cares for. The childminder asks questions to find out about what children already know and to help her to extend their knowledge. However, at times, children are not given time to play and explore independently, to extend their thinking skills further.

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need to do better?

29 September 2021 n The childminder provides opportunities for children to develop their communication and language skills. Two- and three-year-old children confidently join in with familiar songs and copy actions. One-year-old children squeal with excitement, when they explore musical instruments as the childminder sings. The childminder introduces new vocabulary to children throughout the day. For example, she introduces new words to describe the texture of play dough, such as 'sticky' and 'smooth'. n The childminder uses many opportunities during play to support children's mathematical development. She encourages children to count throughout the morning, for example, children count how many scoops of sand can fill a digger. They talk about the different sizes of spoon they serve their cereal with using words, such as biggest or smallest. This supports children's early counting and knowledge of shape, space and measure.

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need to do better?

n Parents are very positive about the provision the childminder offers. They say their children are always keen to go to the childminder's home. Parents feel reassured by the daily updates they receive via an app. They say daily conversations take place about what their children have been learning that day. They comment how 'nurturing and caring' the childminder is towards their children. Parents would recommend the childminder to others. n The childminder is reflective. She identifies what she has done well since registration and what she would like to do next. The childminder accesses regular training to ensure her knowledge is always kept updated. She reflects on the training she attends to see how it can identify areas where she can still improve. She regularly observes her assistants and monitors their performance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure understanding of safeguarding. She knows how to keep the children in her care safe. She has a good knowledge of the signs and symptoms of abuse and who to report any concerns to. The childminder knows the process to follow should an allegation be made against herself or anyone else in the household. The childminder, and her assistants, complete safeguarding training annually so their knowledge is always kept updated. They regularly check each other's understanding. Risk assessments are in place, identifying and minimising any potential hazards. The childminder holds a current paediatric first- aid qualification.

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should:

n provide time for children to explore independently to extend their thinking skills even further.

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Setting details

Unique reference number EY542166 Local authority Leicestershire Inspection number 10103865 Type of provision Childminder

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Registers

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

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inspection

Total number of places 12 Number of children on roll 25 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Oadby, Leicestershire. She opens all year round from 7am until 7pm, except from bank holidays and family holidays. She provides funded early education for two-year-olds and four-year-olds. The childminder works with two assistants. She has an appropriate qualification at level 6.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how it is safe and suitable. n The childminder and inspector discussed how activities are planned and organised. n Parents shared their views of the provision the childminder offers with the inspector. n The inspector and childminder observed an assistant carrying out an activity with children. n The inspector looked at relevant documentation and evidence of the suitability of people 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

29 September 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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