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 greet visitors and proudly give them a tour of where they play in the childminder's home. They confidently recall a recent visit to the airport as they play with a toy aeroplane. The childminder considers how to support children's physical development. She plans a wide range of activities to strengthen children's muscles, such as playing with dough, using scissors and completing jigsaws. Children are taught to 'twist and pull' the top off the glue stick. When the top comes off, they squeal with delight at their achievement. They persevere to use the scissors to cut, or to finish the puzzle, even when it is tricky.

p.2

The provision is good

Children eagerly join in singing and dancing, happily moving their bodies in time to the music. When asked what they like best, children excitedly shout 'dancing', 'playing' and 'play dough'. Children confidently explore inside and outside. Babies take appropriately challenging risks, as they are supported by the childminder to climb the step to join their friends outdoors. Children know and happily follow rules as they take off their shoes as they come inside, and they help one another to tidy away.

p.2

The provision is good

Children enjoy learning about butterflies. They develop new vocabulary, stating that there is a 'cocoon' on the fence. They join in with a familiar story by counting the items of food eaten by the caterpillar. This supports their developing mathematical skills. The childminder supports children to be ready to start school. They are independent and confident to make decisions and able to communicate their needs.

p.2

need to do better?

n The childminder supports children to resolve minor conflicts and to understand how others are feeling. Children are reminded to walk carefully around their friend's tower. They are learning to respect each other's work and how to play together harmoniously. n The childminder offers purposeful experiences which engage the children. She finds out their interests and uses this information to plan appropriate activities. For example, children are interested in transport, so the childminder arranges a visit to the airport. They confidently talk about what they have seen, including aeroplanes, the runway and air-traffic controllers. n The childminder builds on what children already know and can do to ensure that they make good progress. For example, when children count spots on a ladybird, the childminder asks them to calculate 'one more'. As babies begin to take their first steps, they are supported to walk even further. The childminder

p.2

need to do better?

encourages older children to listen to the first sound in a word and think about what other words begin with the same sound.

p.2

need to do better?

5 May 2022 n The childminder supports children's communication and language development well. Children confidently communicate their needs and join in group discussions. The childminder chooses familiar books that children love, and she reads with the children in an engaging way. While she is reading, babies babble and children talk about the story. The childminder sensitively corrects pronunciation for the children to hear. This supports their developing language skills. n Children understand the rules and routines that are set by the childminder. They demonstrate they are happy, safe and secure as they explore their environment and make decisions. Children are given choices, such as whether to have grapes or bananas for snack. They clear their own plates away after eating. The childminder's interactions with children are, on the whole, sensitive and supportive. However, at times, she does not respond to some of the children's

p.2

need to do better?

needs quickly enough. For example, occasionally, younger children sit in the high chair and wait several minutes with little interaction, while the childminder prepares a snack for all the children. n The childminder works closely with parents. She knows the children and their families well. She uses this information to offer experiences that complement each family's home life. Parents report positively about their children's experiences with the childminder. They appreciate that the childminder provides them with information to support their child's learning at home. n The childminder works together with other professionals, parents and teachers to plan a smooth transition to school for the children. She identifies when children have special educational needs and/or disabilities and may need additional support. Consequently, these children receive the help that they need to make progress. n The childminder keeps up to date with current information from the local

p.3

need to do better?

authority and professional associations. However, she has not yet planned focused professional development to ensure that her knowledge and practice are continuously built on and improved over time.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to protect children from harm. She understands the signs and symptoms which may indicate abuse. This includes wider aspects of safeguarding, such as female genital mutilation and the 'Prevent' duty. The childminder has a clear safeguarding policy and procedure in place to follow up any concerns and to contact the relevant professionals. She understands how to manage any allegations which may be made against her. The childminder regularly reads information sent from the local authority to check for any safeguarding updates. The environment is safe and secure. The childminder is qualified in paediatric first aid.

p.3

should:

n consider more focused professional development, to build and improve practice over time n improve responses to all children during times of transition.

p.4

Setting details

Unique reference number 2504382 Local authority Leicestershire Inspection number 10191732 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 5 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019 and lives in Shepshed, Leicestershire. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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 their evaluation of the setting. n The inspector spoke with the childminder to gain an understanding of how the early years provision is planned and the curriculum is implemented. n The childminder and the inspector discussed and jointly evaluated the teaching and learning that was taking place. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children spoke to the inspector about their time at the setting.

p.5

Inspection activities

5 May 2022 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

5 May 2022 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