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 have strong relationships with the caring childminder. They go to her when they have hurt themselves and ask for 'more cuddles' until they feel better. Children demonstrate they feel safe and secure. They smile and laugh throughout the day as the childminder joins in activities with them. For example, when children show an interest in aeroplanes, the childminder shows children how to make a paper aeroplane. Children jump up and down with excitement as they watch the way the aeroplane flies across the room. Children are motivated to learn as the childminder follows their interests.

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The provision is good

Children explore the childminder's home confidently. When they arrive, they take their shoes off and rush to see what activities are on offer. They access the resources they need independently and tidy away when they have finished, without being asked. Children develop good friendships. Older children help those younger than themselves with tasks they find tricky, such as putting a tray in a toy microwave in the role-play kitchen. The childminder is a good role model to the children she cares for. She reminds children to say please and thank you, and promotes the use of good manners.

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need to do better?

n The experienced childminder knows how to support children to develop in their next stage of learning. She recognises that children need to develop their small physical skills in preparation for writing. Children spend sustained periods of time threading beads onto string. They listen intently to the childminder as she provides them with clear instructions about what to do. n Throughout the day, children enjoy counting and developing their early number skills. The childminder encourages children to guess how many objects there might be and then count them to check. Over time, children become more secure in counting up to 10. Later, children choose to practise this skill independently as they count how many pieces of banana they have at snack time. n The childminder encourages children to find out about the world around them. She explains to the children they can put their banana skin in the bin to compost. Four-year-old children ask thoughtful questions to find out more. The

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need to do better?

childminder spends time explaining to children about recycling and composting. Four-year-old children explain to their two-year-old friends that they can put their banana skin in the black bin, but cardboard goes into a different bin. n The childminder recognises the importance of allowing children time to explore and play independently. She observes children, and interacts with them at appropriate points to extend their learning, for example, when children show an interest in creating shadows on the wall. After exploring for a short period of

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need to do better?

24 May 2022 time, the childminder provides children with torches and darkens the room. Children spend time making different shapes with their hands to create animals. n The childminder supports children to develop a healthy lifestyle. She takes them out regularly to explore woods and play parks. Children explore different apparatus and are energetic in the green spaces. The childminder talks to children about different foods that they may not have tried at home. Children try pear and grapes and talk about foods they enjoy. n The childminder prepares children to go to school. She encourages children to be very independent, for example they put their lunch boxes away when they arrive. Children manage their self-care needs, such as toileting and wiping their nose, on their own. The childminder talks to children about going to school in a positive way. She takes children on walks near the school they will attend, so

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need to do better?

they become familiar with the school site and playground. This supports children well with this transition. n The childminder has updated her safeguarding training since her last inspection and makes sure she keeps up to date with new developments in this area. However, the childminder has not accessed any training to enhance her knowledge of the early years foundation stage curriculum and develop her teaching skills even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to safeguard children in her care. She knows how to recognise signs a child may be at risk. The childminder knows who to report her concerns to. She keeps her knowledge regularly up to date through the local authority safeguarding update emails she has signed up to receive. The childminder supervises children well and teaches them about risk. For example, she reminds children to sit down when they eat to reduce the risk of choking. She teaches children how to open and close cupboards safely, so they do not trap their fingers.

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should:

n enhance knowledge of the early years curriculum even further, to develop the quality of teaching to the highest level.

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Setting details

Unique reference number 225485 Local authority Leicestershire Inspection number 10106207 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 10 Date of previous inspection 3 February 2015

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Information about this early years setting

The childminder registered in 1987. She lives in Melton Mowbray, Leicestershire. The childminder operates from 7.45am to 5.45pm, from Monday to Friday, in term time only. She provides funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request, including evidence to demonstrate the suitability of household members.

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Inspection activities

24 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

24 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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