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

p.1

The provision is good

Younger children show their happiness as they potter around picking up items, taking them to the childminder and her assistant and making loud happy babbles. Older children come in, smiling as they leave their parents. Children are supported by the childminder and her assistant to become independent. Younger children are shown how to wash their hands. Older children go to wash their own hands, then sit down to self serve their lunch.

p.2

The provision is good

Children are polite. They respect one another and the childminder and her assistant because of the positive relationships the childminder and her assistant have established. When they are asked if they would like more snack, children respond with, 'yes, please,' and older children wait patiently for their turn. Children work together to solve problems. For example, one child looks for part of a toy apple and another child joins in the search. When they find the missing part they work together to piece the apple together.

p.2

The provision is good

Children develop a sense of self and know what they like and dislike. The childminder and her assistant encourage children to talk about what they like to eat and drink as children look at pictures of food and drink in a shopping game. Children have positive attitudes to learning. They engage with toys for long periods of time and focus well because staff model how to play with resources.

p.2

need to do better?

n The childminder and assistant have a clear understanding of how children develop and have clear sequences for learning in place. This supports them to focus on children's next steps, including those children who have been identified as requiring further support. n Children's communication and language is supported well. Staff repeat, model and introduce new vocabulary to children. 'Shake, shake shake,' the childminder and her assistant say as babies shake sound blocks. Children make sounds as if to copy the childminder and her assistant. The childminder and her assistant support older children to understand initial sounds of words. Children are asked what cereal begins with a 'c', the childminder and her assistant pause and children confidently say, 'cornflakes'. n Children learn new skills. The childminder and her assistant show children how to fill up a container from the tap in the garden. They remind children to hold

p.2

need to do better?

the container carefully as it will be slippery. Children then practise this, holding the container and walking over to the tap. One child holds the container as the other turns the tap on. They fill the container with water, reminding each other that 'it will be slippery because it's wet' as they move it back to where they were playing.

p.2

need to do better?

4 August 2022 n The childminder and her assistant support children's understanding of keeping healthy and safe. They talk about healthy food options while playing with children and promote healthy practices. Children participate in yoga. Standing with both feet together, hands together above their heads, they bend over to the side to complete the 'banana' pose. The childminder and her assistant ask children when they need to drink lots of water. Children respond, sharing they would drink lots when it is hot. n Parents share they feel well supported by the childminder and her assistant. They comment on the nurturing and caring relationships they have with the children. Parents consistently share they know what their children are working on and what their next steps are. For example, the childminder sends threading items home to support the development of children's fine-motor skills. n The childminder and assistant have established boundaries and children behave

p.2

need to do better?

well. Children are prompted by the childminder and assistant when needed to remind them of how to play appropriately with resources. Sometimes, the way in which the childminder and assistant address and remind children of expected behaviours with toys is not consistent. For example, while younger children explore balls, the assistant calls 'don't throw' on some occasions and 'roll' on others. This is not clear to younger children what is expected of them. n Generally, children are introduced to new skills, such as when children thread hoop-shaped cereal onto hard spaghetti and straws. As the threading leans over, adults say that 'it looks like the leaning tower of Pisa.' However, some aspects of children's learning are not always extended beyond what they already know. For example, when children engage in the play kitchen, the childminder and her assistant ask children what things are and involve themselves by pretending to

p.3

need to do better?

eat, but do not question or engage further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a strong knowledge of signs of abuse. They have attended training to support their further understanding of wider societal issues, including county lines and trafficking. Because of this, they are confident to make appropriate referrals to relevant agencies in order to support families and their children. The childminder ensures the environment is safe through regular risk assessments. She takes appropriate actions when needed; for example, she puts up gazebos to create shade for children in the sun. The childminder follows recruitment processes and checks to determine the suitability of individuals before appointing them as an assistant.

p.3

should:

4 August 2022 n implement behaviour strategies consistently, to support children's understanding of what is expected of them n extend children's learning, by consistently introducing them to new knowledge, to build on what they already know.

p.3

Setting details

Unique reference number EY438817 Local authority Leicestershire Inspection number 10064499 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 20 Date of previous inspection 13 July 2015

p.5

Information about this early years setting

The childminder works with an assistant. She operates from Wigston in Leicester from Tuesday to Friday. Sessions are from 7.30am until 5.30pm. The childminder holds a level 3 early years qualification. She provides funded places for two-, three- and four-year-old children. She also provides before- and after-school care and school-holiday care.

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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder, the assistant and children. n The childminder and the inspector carried out a joint observation during the morning. n The childminder and 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.6

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.

p.6

Inspection activities

4 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.

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