Childminder in Leicester

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children are happy to arrive at the childminder's home. They show that they feel safe and secure. For example, they follow routines in the day. When children arrive, they take off their shoes and hang their coats on their allocated peg. Children show kindness to their friends. When they play in the childminder's garden, they take it in turns to fill watering cans from an outside tap. They are keen to explore the resources available to them. Children use spades to scoop sand to fill containers. They show good hand-eye coordination.

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The provision is good

The childminder knows the children well. She provides opportunities for children to be creative. When the childminder dances, she encourages children to find objects to make music. Children use rolling pins to bang on an upturned plastic bowl to make sounds. They swop with the childminder and laugh with their friends when they move their bodies in different ways to music, being physically active. Children understand language that describes size. They tell the childminder which object is taller and which one is short when they are asked. Children are supported to understand about equality. When they tell the childminder that girls cannot wear pretend builders' hats, the childminder talks to them about both boys and girls being able to be builders.

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need to do better?

n The childminder supports children's communication and language skills effectively. She introduces words that describe what she is doing, such as 'squeeze' and 'tap' when she shows children how to manipulate dough. This helps to extend children's vocabulary. The childminder asks children a good range of questions to encourage their thinking skills. For example, when children make pretend pizzas, the childminder asks them who they are making them for. This encourages children to talk about family members who live with them. n The childminder works closely in partnership with parents to identify children's abilities and to plan for what they need to learn next. This shows a united approach to supporting children's development. Parents comment positively about the childminder. They say that their views are always listened to and implemented. n The childminder has completed a level 6 childcare qualification since her last

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need to do better?

inspection. This has helped to extend her knowledge of how children learn. The childminder attends other relevant training courses to extend her knowledge of how the COVID-19 pandemic affects children's development. Because of this, she takes children to places of interest in the community, such as to the library, park and shops. This helps children to develop their social skills in a variety of different situations and contributes to them developing skills for their future life. n When children first start attending, the childminder supports their emotional

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need to do better?

13 May 2022 well-being well. She invites them to attend settling-in sessions. This gives children time to get to know the childminder and her home. n The childminder uses good manners when she speaks to children. She gives children gentle reminders to do the same, to be polite. The childminder has rules and boundaries in her home. One is these is for children to tidy away toys after they have finished playing with them. However, the childminder does not support children to do this consistently. This limits children's opportunities to develop a sense of responsibility to take care of their learning environment. n The childminder provides opportunities for children to follow their interests in play. Children are creative when they pretend to go to the shops to buy fruit and vegetables. The childminder helps children to develop their counting skills during these play experiences. For example, when she pays for her shopping, she asks

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need to do better?

the children to count the number of coins they give her in change. n The childminder shares information about children's development with other early years settings that they also attend. She complements the experiences children receive in other settings. For example, when children learn about oral hygiene, the childminder provides opportunities for children to learn about healthy foods. This contributes to their understanding of a healthy lifestyle.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has attended safeguarding training. She can identify the signs and symptoms of abuse. This includes being able to recognise if children or parents are being drawn into radicalisation or extreme views and beliefs. The childminder carries out risk assessments in her home to reduce hazards for children. She has an electronic doorbell that allows her to see visitors to her home before she lets them inside. This helps to promote children's safety. The childminder helps children to understand how they can keep themselves safe. For example, she talks to them about road safety when she walks with them in the street.

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should:

n strengthen the consistency of supporting children to develop a sense of responsibility to take care of their learning environment.

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Setting details

Unique reference number EY286904 Local authority Leicester Inspection number 10138421 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 20 November 2014

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Information about this early years setting

The childminder registered in 2004 and lives in Leicester. She operates all year round from 8am until 5pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification and occasionally works with assistants. The childminder provides occasional overnight care.

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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 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. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

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

13 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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