Reid, Debbie

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 are happy and confident to choose which toys to play with. They enjoy exploring a play kitchen and using different-sized containers with lids. They concentrate as they fit them together, using their hand-eye coordination. When they find it tricky, the childminder encourages them to try again. The childminder celebrates with them and says, 'Hooray, you did it!' Children ask for cuddles when they are feeling tired or unsure. They are easily comforted.

p.2

The provision is good

Children stand as they hold objects in both hands, developing their balance and core strength. The childminder talks about the activity, promoting language development. She interacts sensitively and joins in with their play. The childminder says, 'Be careful, it's hot.' Children pretend to cook pasta and the childminder says, 'Can you put in one more piece?' to promote mathematical development. Children re-enact their experiences and use their imagination. They try to stir with a knife; the childminder supports them by finding a spoon and showing them how to mix the play food. Children try to use the spoon to pick up a piece of food. When they struggle, the childminder shows them how to do it.

p.2

The provision is good

Children share their favourite books. The childminder reads in an engaging way while children point to the pictures. They learn to turn the pages and become familiar with story language. The childminder promotes learning about the natural world. Children enjoy going for walks; they use their senses to feel the wind and watch the trees move. The childminder talks about what they see to promote language development.

p.2

need to do better?

n The childminder finds out what the children's interests are. She uses this information to engage children and promote learning. For example, children enjoy using paint. The childminder provides a large space where children safely paint their bodies and make marks on paper. They explore the paint creatively and begin to understand that they can intentionally make marks. n The childminder knows the children and their families well. She uses this information to offer experiences that complement each family's home life. For instance, due to the restrictions of the national lockdowns, some children did not have the opportunity to socialise with children of their own age. The childminder takes the children to the library, where they sit alongside other children to share stories and sing songs. n The childminder provides a wide range of experiences to promote communication and language development. The childminder takes each child's

p.2

need to do better?

needs into consideration. For instance, she introduces sign language for those children who are at the early stages of developing speech. She talks to children

p.2

need to do better?

26 May 2022 about the activities that they are involved in. For example, children explore touching different textures, like jelly and pasta. They use facial expressions and words to describe them, such as 'slimy'. n The childminder supports children to understand what makes them unique. For instance, children bring in their own traditional dress. They discuss the similarities and differences between their clothes and those of their friends. Parents visit and talk to children about their culture and celebrations. Children are learning to respect differences. n The childminder works closely with parents and shares what the child has been learning each day. The childminder supports parents to continue the learning at home. For example, books that the children are enjoying are given to parents to read with their child. New words that are being introduced are shared. This means that the learning is consistent.

p.2

need to do better?

n The childminder promotes a healthy lifestyle. For example, parents are encouraged to provide healthy food and snacks. Every day, children exercise outdoors, supporting their developing physical strength. Children do not use electronic devices while at the childminder's. The childminder helps parents to understand how to reduce the risk to children when they use electronic devices on the internet. n The childminder's interactions with children are, overall, sensitive and supportive. For example, when children become tired and restless the childminder decides they should go for a walk, using the pushchair. This helps children to relax. However, at times there are distractions and the childminder is not responsive to children. For example, when there is music playing, it makes it difficult for the childminder to hear what the children say and respond accordingly. n The childminder evaluates her practice. She keeps up to date with current

p.3

need to do better?

research and uses this information to develop her practice. The childminder has gaps in her knowledge about how to deliver the curriculum for those children whose next step will be starting school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder creates a safe and secure environment for the children. She has a good knowledge and understanding of safeguarding. The childminder 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 procedure in place to ensure that concerns are followed up in a timely manner with the relevant professionals. She knows the correct action to take should an allegation be made against her. The childminder has an up-to-date paediatric first-aid qualification.

p.3

should:

n improve knowledge about how to deliver the curriculum for those children whose next step will be starting school n reduce distractions, for example noise, to improve interactions with the children.

p.4

Setting details

Unique reference number EY561526 Local authority Leicestershire Inspection number 10191019 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 0 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Hinckley, Leicestershire. She operates all year round from 7am to 6pm, Monday to Thursday, and 7am to 5.30pm on Fridays, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3.

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 childminder. 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 spoke to the inspector about how her provision is planned and how the curriculum is implemented. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

26 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

26 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

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

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