Wood, Natalie Victoria

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

The childminder provides a homely, welcoming environment for children. She communicates effectively with parents to share information about the activities children take part in. Children are affectionate with the childminder, demonstrating that they feel safe and secure in her company. The childminder provides a variety of resources for children to play with. However, she does not fully understand what she wants children to learn from activities. This means that children sometimes lose focus quickly and do not know what is expected of them. For example, the childminder sets up a model farm with vehicles. She places some cereal next to the farm for children to transport using tractors. However, she does not fully explain the activity to children, or show them how to manipulate the tractor to scoop up the cereal. As a result, children become uninterested and move to play with other resources very quickly.

p.2

The provision requires improvement

Children are well behaved. The childminder encourages them to say please and thank you and to be kind to others. For example, older children understand the needs of younger ones and are gentle and caring. They help the childminder to settle a younger child to sleep and bring their favourite soft toy for them to cuddle.

p.2

need to do better?

n The childminder does not consistently provide good-quality learning experiences for children. When activities are well-planned and delivered, children gain from the childminder's teaching. At other times, activities are not implemented well, resulting in children becoming distracted because they are not challenged enough. This means that children do not benefit fully from a well-designed curriculum that meets their developmental needs. n At times, the childminder provides effective support for children's communication and language development. She encourages younger children to repeat words and models new vocabulary for them. However, the childminder does not always consider how she can encourage children to speak with their peers. For example, at snack time, younger children face away from the childminder and their friends. This means that they are unable to listen and contribute to the conversation taking place with older children. Children respond to questions

p.2

need to do better?

asked of them but are not always encouraged to initiate conversations with others. n The childminder is a good role model for children. She talks to children about the importance of looking after each other and using 'kind hands.' Children listen to the childminder attentively and understand the behaviour rules of the setting. For example, when it is time for children to wash their hands, they line up sensibly to use the wash basin. They are careful not to bump into their friends as they do so. Children are developing a clear sense of the childminder's

p.2

need to do better?

25 July 2022 expectations of their behaviour. n Support for children's personal development is inconsistent. The childminder talks to children about the importance of healthy eating and brushing their teeth. She encourages older children to speak about their own experiences and links these successfully to previous learning. However, children are not able to access resources and activities independently. This means that they need to ask the childminder to give them what they want or need. This limits children's ability to explore the environment independently and to become fully involved in play of their own choice. n Parents speak very highly of the care that the childminder provides. They value the close relationship that the childminder has with them and their children. The childminder is aware of her responsibility to share information with other childcare providers where a child may attend. She understands how to raise a

p.2

need to do better?

concern that a child may not be developing appropriately. She is clear on her role in supporting families to access help from other agencies should this be needed. The childminder has effective relationships with parents and other professionals working with children. n The childminder does not always use professional development opportunities to improve her practice. At times, she shows that she does not have a thorough understanding of child development. For example, she focuses on children under the age of two practising their pencil grip, when they are not developmentally ready for this skill. In addition, and more crucial for this age group, she is not consistently supporting children to develop their communication and language skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a very confident understanding of her role in protecting children from harm. She is able to identify what might concern her about a child and where to report this should she need to do so. The childminder has made sure that she is fully up to date with current safeguarding practice. She understands the action she would take should there be an allegation of harm made against her or a household member and the agencies she would need to contact. The childminder is confident to discuss when she may be concerned that a child is being exposed to extreme views or radicalisation and how she should involve other professionals for support.

p.3

Due date

25 July 2022 ensure that the curriculum for children is well planned, effectively delivered and provides appropriate challenge to meet their developmental needs 26/09/2022

p.3

Due date

support children's communication and language effectively by providing children with opportunities to initiate conversations with others. 26/09/2022

p.4

should:

n improve the opportunities for children to lead their own play by providing consistent support so they can be fully independent when choosing their own resources n use professional development activities to gain a greater understanding of child development, and to support the planning and implementation of an effective curriculum for children.

p.4

Setting details

Unique reference number EY364620 Local authority Leicestershire Inspection number 10064479 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 6 Date of previous inspection 15 December 2015

p.5

Information about this early years setting

The childminder was registered in 2007 and lives in Sileby, Leicestershire. The childminder operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

p.5

Inspection activities

25 July 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

25 July 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7