Hughes, Patricia

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 Met (with actions)

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The provision is good

Children demonstrate that they feel safe and secure when they arrive at the childminder's setting. They show warm relationships with the childminder, her co- minder and the assistant. When they need comfort, they go to them, seeking reassurance through a cuddle or kind words. Children display good levels of behaviour. They listen to what is asked of them and take turns during their play.

p.2

The provision is good

Children engage in learning for long periods of time. They develop their physical skills as they learn to use various-sized brushes when they paint and use knives to cut up fruit. Children show determination as they cut up their banana and are encouraged to 'keep trying'. Their success is praised highly by the childminder and children smile with delight at their achievement. Children enjoy playing imaginatively. In the role-play kitchen, they make 'tea' and share this with the assistant and childminder. Overall, children have good speaking skills.

p.2

The provision is good

Due to the COVID-19 pandemic, parents no longer enter the childminder's home. The childminder and her co-minder spend some time speaking with parents at the door during drop off and collection times. Communication books have been devised to share pertinent information about their child's day in regards to their care and learning. This helps to keep parents informed of their child's progress.

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need to do better?

n The childminder knows what children can do and what they need to learn next. She and her co-childminder provide children with a curriculum that allows them to have fun as they learn. However, at times, she, her co-childminder and assistant do not consistently adapt their practice to ensure that all children make the best possible progress. For example, during an indoor play activity, they do not adapt their practice to reflect the varied ages of the children taking part. n The childminder has worked well with the local authority to make improvements since her last inspection. She has ensured that all those working with the children have a secure knowledge of safeguarding practices. Risk assessments ensure that all areas children have access to are safe. The childminder, her co- childminder and their assistant have completed a range of training to improve their knowledge and interactions with children. Appraisal systems are in place to

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need to do better?

ensure all those working with children receive targeted coaching, support and development opportunities. n The childminder follows appropriate hygiene routines and supports children to do the same. Children use tissues to wipe their nose, wash their hands and are provided with a healthy and balanced diet. They thrive in the outdoor play environment and show good physical development as they run, ride wheeled toys and use tweezers to pick up smaller objects.

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need to do better?

9 November 2021 n The childminder knows children well. She works well in partnership with parents to establish children's individual needs before they start in her care. From this, she has learned that many of the children have few opportunities for messy play to support their sensory experiences. Messy play is on offer to children every day to enable them to explore using their senses and stimulate their imagination. Children very much enjoy playing with jelly. They squeeze and poke it and enjoy scooping it into bowls. Children use tweezers to dig out leaves and conkers that have been immersed into the jelly. n Overall, the childminder supports children's speech and language development well. She ensures that children have opportunities to hear a range of language through stories, singing and conversation. However, sometimes, she forgets to talk to children during their play to extend their vocabulary further. Children who

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need to do better?

speak English as an additional language clearly understand what is said to them as they follow instruction well. However, the childminder does not use their home language to develop their speaking skills further. n Children have access to a stimulating environment inside and outside. There are a good range of toys and resources. Children have good opportunities to select their own resources to adapt their play, make decisions and direct their own learning. However, there is less opportunity for children to recognise, respect and value how they differ from, or are similar to, other people.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder, her co-childminder and the assistant understand their safeguarding responsibilities. They are all clear about the action to take should they have any concerns about a child. This includes wider safeguarding aspects such as the 'Prevent' duty and county lines. Daily risk assessments are completed on the areas children have access to, to ensure children remain safe while in the care of the childminder. The childminder, her co-childminder and the assistant ensure that children are supervised closely during their play to keep them safe. All those working with children have first-aid qualifications to ensure they know how to deal with any incidents that may occur to children in their care.

p.3

should:

n strengthen teaching strategies to consistently challenge all children even further during their play n use every opportunity to model and use language to enable every child to make even better progress in their spoken skills, particularly those children who speak English as an additional language n provide children with more opportunities to build on their understanding of the

p.3

should:

9 November 2021 similarities and differences between themselves and others in the wider community.

p.3

Setting details

Unique reference number EY562545 Local authority Leicestershire Inspection number 10213039 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 18 Number of children on roll 28 Date of previous inspection 28 June 2021

p.5

Information about this early years setting

The childminder registered in 2018. She operates all year round from 7.30am to 6pm, Monday to Friday, except for the bank holidays and family holidays. The childminder has an appropriate level 3 qualification. She works with a co- childminder and an assistant.

p.5

Inspection activities

n The inspector observed the quality of the interactions between the childminder, her co-childminder, assistant and children, and assessed the impact this has on children's learning. n A joint observation of an activity was completed. The childminder and the inspector discussed the quality of education. n The childminder and the inspector had discussions to help them understand how the early years provision and the curriculum are organised. n The inspector reviewed documentation, including accident forms, medication forms, and records to show the suitability of adults who work with children or live on site. n The inspector took account of parents' views through written testimonies. 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 their evaluation of the

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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

9 November 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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