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 Good

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The provision is good

Children settle well in the childminder's home. They show that they feel secure, such as when they follow the routines in the day. For example, when they arrive, three-year-old children take off their shoes and coats independently and put them in a cupboard before they sanitise their hands. Children show positive relationships with the childminder. Three-year-old children smile at her and laugh when they play a game. One-year-old children go to the childminder for cuddles and reassurance. Children understand how they can keep themselves safe, such as when they walk with the childminder in the street. They explain that they need to hold hands and know not to speak to strangers. One-year-old children are physically active and show good balance and coordination when they begin to walk. They hold on to the childminder's hand for support and reassurance when they need to.

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The provision is good

Children behave very well. They show an understanding of how to share when they pass toys to the childminder. Children take turns in conversations with the childminder and remember events from the past. For example, three-year-old children recall picking pumpkins the previous year and talk to the childminder about what they did with them. Children are confident to ask the childminder questions when they do not understand something. For example, when they look at the stork on a pumpkin, the childminder explains to them that this is how it attaches to the ground.

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need to do better?

n The childminder is aware that some children, particularly those who were born during the COVID-19 pandemic, have not had many opportunities to develop their social skills. The childminder knows that other children have had fewer chances to play with others and to learn how to take turns. Because of this, the childminder takes children to local groups where children mix with children of a similar age, make relationships and share toys. n The childminder helps children to understand their feelings. For instance, when children become upset, she encourages them to talk about how they are feeling and to do breathing exercises to help them relax. The childminder shares this approach with parents so they use the same strategies at home to promote consistency. n The childminder evaluates her practice to help identify areas where she can improve. She recently changed the way she observes and assesses children's

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need to do better?

development to provide consistency for sharing information with schools. She uses the same electronic system as the teachers at the schools. This enables her to share information about children's development more effectively when they leave her care.

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need to do better?

13 October 2021 n Parents comment positively about the childminder. They say that their children have come on in 'leaps and bounds' since being in her care. They compliment the childminder for being 'caring' and providing a 'home-from-home' atmosphere for their children. n The childminder plans and delivers her curriculum effectively. For example, she helps children to understand how they can care for their teeth to promote good oral hygiene. She provides children with toothbrushes so they can pretend to clean their teeth. The childminder talks to children about foods that are bad for their teeth. n Children are beginning to develop an awareness of recognising some numbers and count objects in the correct order. However, occasionally, during children's play, the childminder does not help children to develop these skills further. n The childminder extends her professional development. She attends relevant

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need to do better?

training courses to help her to support children's communication and language skills. This training helps her to understand how she can support children with future learning, such as when they mispronounce words. For example, if she is unsure about what children say when they speak, she asks them to point to what they mean. When children do this, the childminder says the word correctly. n The childminder provides new children with opportunities to feel comfortable and confident in her care. Before children attend, the childminder meets with parents and children in her garden. She finds out from parents about children's interests and daily routines and implements the same routines when children first start.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is currently completing a childcare level 3 qualification. The course provides training on safeguarding, keeping her knowledge up to date. She is aware of the signs and symptoms of abuse, including if parents or children are being drawn into extreme views and beliefs. The childminder is confident to act quickly if she is worried about a child's safety. The childminder carries out risk assessments in her home and garden. This helps her to provide a safe environment for children to play in. For example, she uses safety equipment, such as gates, to stop children from going up her stairs and from entering the kitchen area.

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should:

n provide support for children's mathematical skills to further develop their understanding of numbers and counting.

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Setting details

Unique reference number EY474551 Local authority Leicestershire Inspection number 10075716 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 6 Number of children on roll 4 Date of previous inspection 17 February 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Shepshed, Loughborough. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder has 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 her evaluation of the setting. n The childminder and inspector completed a learning walk and discussed how the 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 Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation 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 Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

13 October 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

13 October 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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