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 are eager to welcome visitors and talk to them with confidence. The childminder provides an inclusive setting for children with special educational needs and/or disabilities (SEND). She adapts the curriculum effectively so that all children make good progress. The childminder promotes children's imaginative play. For example, children pretend that they are driving to the soft-play centre and arrange the chairs and pretend to be in a car. They say, 'I can't find my car keys' and then help each other to look for them. Children are developing social skills and enjoy working with their friends to make up storylines in their pretend play.

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The provision is good

The childminder plans and delivers opportunities for children to learn about the natural world. Children are curious as they eagerly explore the garden and equipment. They experiment as they blow down pipes and listen to the noise that it makes. They use containers to pour water, which helps to develop their hand-to- eye coordination. These hands-on experiences provide meaningful learning. Children hear new vocabulary used in context. For example, children use touch to feel the soil and describe it as being 'soft'. They use mathematical language, such as 'more' and 'less' when working out how much soil to put in the pot. Children spend time working out if there is enough space for two plants to grow. They giggle when using the hosepipe to not only water the seeds but also to feel it tickling their hands. They explain that when seeds have soil and water they will 'grow up'. Children are learning to care for the environment when they remind

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The provision is good

each other, 'We do not pick leaves.' Children watch a nesting pigeon and talk about what will happen next. They say that the pigeon is laying eggs.

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need to do better?

n The childminder builds on what children already know and can do to ensure that they make good progress. For example, when children complete a puzzle with help, the childminder suggests that they then complete the puzzle on their own. When they find it tricky, she uses words of encouragement to help them persevere. n The childminder identifies children with SEND and who therefore may need additional support. She works with other professionals to ensure that an appropriate support plan is in place. This means that she can provide learning that is relevant. n The childminder uses information she obtains from her assessment of children's learning to plan their next steps. The next stages of learning are carefully sequenced to ensure that children make good progress. For example, quieter children are given a wide range of opportunities to develop their language. n The childminder plans visits to her home to help new children settle well. She

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need to do better?

engages with other settings children attend and shares relevant information so

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need to do better?

12 May 2022 that learning is consistent. Parents and carers report positively about their children's experiences with the childminder. They receive information about the time children spend at the childminder's setting. However, they do not always receive information about how to support their own child's learning at home. n The childminder supports children to understand what makes them unique. For example, when children point to pictures of chopsticks in a book, they have discussions about the similarities and differences between the story and their own experiences. They make plans to try using different eating utensils. This promotes respect for different cultures. n The childminder supports children to develop the knowledge and skills that they need so that they benefit from what school has to offer. Children are independent, confident to make decisions and able to communicate their needs. For example, they say when they are hungry, wash their own hands, get a drink

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need to do better?

and put on their shoes. n The childminder plans how to help children to develop their communication skills and takes each child's needs into consideration. For example, children who are non verbal use the childminder's hands to signal what they need help with. n When children are struggling to regulate their behaviour, the childminder takes appropriate action to support them. For instance, when children become restless, the childminder swiftly takes them outside where they are active and use their physical skills. This helps children to manage their feelings. n The childminder finds out what the children's interests are. She uses this information to plan purposeful activities that engage children. For example, she knows that children enjoy stories. She reads books to them and further brings the story to life as she asks them to remember and act out the story as they go for a walk in the woods. n The childminder keeps up to date with current research. She uses this

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need to do better?

information to support her curriculum planning and to ensure that children make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough knowledge and understanding of safeguarding. She understands signs and symptoms which may indicate that a child is at risk of harm. This includes aspects such as female genital mutilation and the 'Prevent' duty. The childminder has a clear safeguarding policy and procedure in place. This is to ensure that concerns are followed up in a timely manner with the relevant professionals. The childminder understands how to manage any allegations which may be made against her. The environment is safe and secure. The childminder is qualified in paediatric first aid, which means that she is aware of her role and responsibility if a child has an accident or illness in the absence of their parent.

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should:

n improve ways to support parents with children's learning at home.

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Setting details

Unique reference number 2504154 Local authority Leicestershire Inspection number 10207737 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 Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Coalville. She operates all year round from 8.30am until 4pm, Monday to Thursday. The childminder holds a relevant level 3 qualification. 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 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 childminder spoke to the inspector about her intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 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.

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Inspection activities

12 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.

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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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