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

p.1

The provision is good

Children love coming to the childminder's home. Their parents say they want to come every day, even when they are not due to attend. Children separate from their parents with ease, racing over to the swing to have a go. They climb on independently, and ask their friends to give them a push. At snack time, children wash their hands and use their own hand towel to dry them. They know that after using a towel they need to place the towel in a bucket, ready to be washed. This promotes children's good health.

p.2

The provision is good

Children have many opportunities to find out about the world around them. They tell visitors to the childminder's home about finding a caterpillar on a recent walk. Children explain how they observed the changes to the caterpillar, that it span a cocoon and turned into a butterfly. They take responsibility for watering the runner bean they planted in the childminder's garden. Children find out all about what plants and animals need to live and grow.

p.2

The provision is good

Children appear to feel safe and secure in the childminder's home. They go to her when they need reassurance and she lifts them up onto her lap for a cuddle. Children fetch their blanket they have brought from home when they are tired and want to rest.

p.2

need to do better?

n The childminder uses her knowledge of children's interests to plan an exciting range of opportunities. Children are curious to find out about sea creatures. The childminder provides children with toy sea creatures hidden in blocks of ice. Children are highly engaged as they work out how to get the creatures out. They experiment with play tools and brush salt onto the ice with paintbrushes. Children exclaim 'Look! I've found an octopus,' and count how many tentacles it has. n The childminder supports children to take turns and share. For example, she helps children to sit facing each other in a triangle shape and roll a ball to each other so that everyone gets to have a turn. When disagreements occur, the childminder helps children to find another toy so that they can join in too. However, the childminder does not always talk to children about how their actions, such as taking a toy from another child, may make others feel.

p.2

need to do better?

n The childminder supports children to develop their communication and language skills. She models how to say words correctly to children as part of everyday conversations. The childminder engages with children as they play in the role play kitchen. She asks children if they would be able to make her a pretend cup of tea. The childminder provides children with plenty of time to respond. She encourages children to speak in sentences by modelling how to do so to them.

p.2

need to do better?

3 August 2022 n Children look forward to story time. They know the routines of the day well and explain to visitors that after snack time, they have a rest and listen to a story. Children climb onto the sofa and listen intently as the childminder reads. She reads in an animated manner which captivates the children's interest. Later, children choose to read books independently. However, the childminder does not always talk to children about how to care for books appropriately. Children occasionally leave books on the floor and stand on them or bend the pages. n The childminder has a good relationship with parents. She asks parents in the morning when they drop their children off how children have slept. Parents have plenty of opportunities to talk to her about any worries or concerns they may have. The childminder keeps in contact with the other settings children attend. This supports a consistent approach to children's learning and development.

p.2

need to do better?

n The childminder regularly accesses online webinars to keep her knowledge and skills up to date. She has developed a network of local childminders who she can share ideas with and obtain advice from if needed. The childminder is keen to keep her knowledge of the curriculum as up to date as possible.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a detailed knowledge of safeguarding. She is aware of the signs and symptoms that may indicate a child is at risk. The childminder knows who to report her concerns to. She knows that if a child makes a disclosure she would record the information factually. The childminder knows who to contact if an allegation is made against herself or a household member. She has a safeguarding policy and poster displayed in her home to refer to if needed. The childminder supervises children well in her home. She makes sure no small objects are left around when she is caring for young children who may put these items in their mouth.

p.3

should:

n support children to identify how their actions may make other children feel n develop children's understanding of how to care for books appropriately.

p.3

Setting details

Unique reference number EY306068 Local authority Leicester Inspection number 10138549 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 14 August 2015

p.4

Information about this early years setting

The childminder registered in 2005. She lives in Leicester. She operates all year round from 8am to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

p.4

Inspection activities

n This was the first routine inspection the provider 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 provision. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. 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 inspector observed the interactions between the childminder and children. n The childminder carried out an activity with children which was observed by the inspector. n Parents shared their views on the setting with the inspector. n The childminder provided the inspector with a sample of key documents on request, including evidence to document the suitability of household members.

p.5

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.5

Inspection activities

3 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

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

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