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 are happy to arrive at the childminder's home and they separate from parents confidently. They know to follow a routine when they enter her home, such as to wash their hands to promote good hand-hygiene practices. Children are keen to play with the toys and resources offered. They show a good imagination when they play in a pretend kitchen. Children use pots and 'play food' and tell the assistant that they are hungry. They pretend to cook pizza and share this with the childminder and her assistant, giving them a slice each.

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The provision is good

Children learn how to keep themselves safe when they walk in the street. For example, the childminder talks to them about road safety and stranger danger. Children show an understanding of the procedure to get out of the house in the event of a fire. Children are encouraged to develop a love of books and stories. They listen well when the assistant uses different tones in her voice to capture children's attention when she reads books. Children are encouraged to describe what they see on the pages. This develops further when children select their own books, turn the pages and pretend to read a story themselves.

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need to do better?

n The childminder and her assistant reflect on their practice. Feedback is gathered from parents and children to help identify ongoing improvements. For example, the childminder purchases new resources, such as toy shopping baskets, dolls and a sink. This promotes children's interests and enables them to develop their role-play experiences. n The childminder provides consistency in children's learning when they attend other settings. For example, information about children's development is shared in a diary with other early years settings they also attend. When children move on to school, the childminder shares a report and talks to teachers about children's abilities and progress. n The childminder observes children and identifies what they need to learn next. She plans activities that ignite children's interests, such as to use magnetic shapes to build and construct. However, occasionally the assistant distracts

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need to do better?

children's attention when they are trying to concentrate. This sometimes disrupts their play when they are focused and engaged. n The childminder encourages positive behaviour. For example, she praises children's achievements, saying 'well done' when children balance magnetic shapes on top of each other. The childminder asks children to share when they play with toys and reminds them that sharing is caring. n The childminder and her assistant help children to progress in their communication and language skills. For example, they talk to children when they play alongside them. The childminder and her assistant ask children a good

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need to do better?

5 August 2022 range of questions to encourage their thinking skills. For instance, when the childminder asks children what they are going to do, children reply, 'We are making patterns.' n The childminder and her assistant work well in partnership with parents to support children's toileting needs. This provides a united approach to supporting children's self-care needs. They regularly take children to use the potty during the day and give them a sticker to praise their achievements. n The childminder offers children healthy snacks. Children learn about the importance of caring for their teeth. They have their own toothbrushes and toothpaste and are encouraged by the childminder to clean their teeth, especially if children are reluctant to do this at home. n The childminder provides experiences for children to develop skills for the future, such as their social skills. For example, the childminder and her assistant take

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need to do better?

children to toddler groups where they are able to interact and play with children of a similar age. n Children have opportunities to be physically active and say that they like to go fast when they ride on scooters in the garden. However, occasionally, the childminder and her assistant do not build on children's knowledge to help them to learn as much as possible. One example is when children play with different shapes, they do not fully help them to recognise the shapes they use.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Doors and gates in the house and garden are secure. The childminder has a camera doorbell so she can see who is at the door before she opens it. This helps her to stop unauthorised people from having access to children. The childminder and her assistant have completed first-aid training. They have first-aid equipment in the home and when they take children on outings. This gives them the knowledge and equipment to treat a child in an emergency. The childminder and her assistant have completed safeguarding training. They can identify if children are at risk of harm, radicalisation or strong beliefs and know where to report concerns about children to promote their safety.

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should:

n extend teaching skills to consistently build further on children's knowledge n support the assistant to minimise distractions to help children focus fully during planned activities.

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Setting details

Unique reference number EY333054 Local authority Leicestershire Inspection number 10231750 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 12 Number of children on roll 10 Date of previous inspection 22 September 2016

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Information about this early years setting

The childminder registered in 2006 and lives in Wigston, Leicestershire. She operates all year round, from 7.30am until 6pm, 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 works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder has 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 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 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 and her assistant. She reviewed a sample of documentation and evidence of the suitability of persons working with children and living in the household. n Written feedback from parents was reviewed by the inspector, who took account

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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

5 August 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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