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 show a positive relationship with the childminder. They enjoy the time they spend with her. For example, when children are tired, they lay down to rest on the sofa and receive comfort from the childminder, such as a rub on their back. Children begin to learn to share, for instance, when they play a game of catch with the childminder. They take it in turns to throw and receive a soft toy.

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The provision is good

Children are physically active. Outdoors, one-year-old children test their physical abilities when they hold onto the childminder's hand to jump into a sand pit. They repeat this action until eventually they manage to jump in on their own. Children show a sense of pride in their abilities and smile at the childminder, who acknowledges their achievements.

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The provision is good

Children learn how to keep themselves safe, such as when they play in the garden. For instance, they receive a gentle reminder from the childminder to sit on their 'bottom' when they go down the slide. Children show their ability to think critically and to solve problems, such as when they complete puzzles. They receive suggestions from the childminder that encourage them to think about how they can turn the pieces around. Children concentrate and persevere until the pieces fit together.

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need to do better?

n The childminder recognises the importance of providing children with a healthy diet. She offers children freshly prepared snacks and meals. The childminder provides opportunities for children to learn how meals are made. For instance, she takes them to a village orchard to pick apples. Children help the childminder to make 'apple crumble' and eat this as part of their lunch. n The childminder observes and assesses children's learning. This helps her to identify what children need to learn next. An example of this is to support children's communication and language skills, such as to introduce vocabulary. The childminder sings plenty of nursery rhymes and reads stories to children. She names toy animals that children play with. However, occasionally, the childminder does not help children to build further on what they already know. For example, when children cannot identify a certain animal, she does not show

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need to do better?

them the correct animal to develop their knowledge. n The childminder encourages children from an early age to develop skills for future learning, such as to be independent. For instance, she asks one-year-old children to open fastenings on their shoes and to put paper towels in a bin after they wash their hands. n The childminder gives children plenty of praise and encouragement to promote positive behaviour. For instance, when children complete a floor puzzle, she

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need to do better?

11 November 2021 claps her hands to praise their achievements. When children tap and kick balloons, she gives them verbal praise, such as 'well done'. n The childminder has found some opportunities to extend her professional development. For example, she reads books to keep her knowledge up to date of the revised early years foundation stage document. However, the childminder will benefit from further training to help her to support the needs of the children in her care. n When children first start attending, the childminder gathers information about what it is like for the child in their home. This helps her to identify how to broaden children's experiences in her setting. She is aware that some children, who were born during the COVID-19 pandemic, have spent long periods of time with only family members. They have had fewer opportunities to socialise with children of a similar age. Therefore, the childminder takes children to groups

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need to do better?

where they can meet other children and develop friendships. n Parents provide positive comments about the childminder. They appreciate the support they receive to continue their children's learning at home, for example, to sing nursery rhymes to encourage children's speaking skills. This partnership working contributes to consistency to support children's development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of the possible signs that may mean a child is at risk of harm. She knows who, how and when to contact other agencies to refer concerns and to seek help for children. The childminder maintains a safe and secure home. When she carries out risk assessments in her home, she gets down to a child's level to help identify if there are any hazards or risks. The childminder has locks on her kitchen cupboards to stop children from accessing inappropriate equipment. This contributes to children's safety.

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should:

n challenge children's learning even further and build on what they already know n seek out further professional development opportunities to help support children's learning.

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Setting details

Unique reference number 2522869 Local authority Leicestershire Inspection number 10205556 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Hose, Melton Mowbray. She operates all year round from 7am to 6.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a level 3 childcare qualification.

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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 the 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 The inspector reviewed written feedback from parents and took account of their views.

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Inspection activities

11 November 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

11 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

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

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