Childminder, Out-of school day care in Leicestershire

This provision meets requirements

Children show that they are happy in the childminder's care. They give her a big smile when they are greeted at the end of the school day. Children are keen to engage in activities when they arrive at the childminder's home. They are supported by the childminder to solve problems in their play. For example, when children explore a very small box, they are asked to think about how they can open it. When children complete the task, they smile at the childminder to show their sense of achievement. They receive praise from the childminder, who claps her hands, helping to raise their self-esteem. Children use their imagination skills when they mix seeds and water together in a container in the garden. They tell visitors that the liquid is black because of the sunflower seeds. Children talk about adding leaves to the mixture to try to make it green. They are confident communicators and keen to talk about what they are doing and why.

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This provision meets requirements

Children know and follow a routine in the childminder's care. This contributes to them feeling safe and secure. As soon as they hear that meals are ready, they know to go into the bathroom. They patiently wait their turn to wash their hands without being asked, following good hand-hygiene routines. Children are supported to be independent with their self-care. They are shown how to use a knife and fork correctly to cut up food at mealtimes.

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need to do better?

n The childminder works well alongside her assistant and co-childminder. She talks with them daily about children's interests and what activities to offer them. This helps to provide a united approach to supporting children's care and play. n The childminder finds out from school teachers about how she can support children's development. For example, she helps them to become familiar with the school routine. She shows children where to hang their coats and place their water bottle and to line up with the other children before they go into the school classroom. This is particularly beneficial for new children who attend school. n The childminder reflects on her practice and what she offers children. She gathers children's views to help identify improvements to the environment. For example, children say that they would like more resources for den building in the room that houses soft-play equipment. Children enjoy playing in this area, and

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need to do better?

they hide inside objects and show their physical skills when they jump off soft shapes. n The childminder helps children to understand how they can keep themselves safe when they engage in activities. For example, before children pick fruit and vegetables in the childminder's 'Kitchen Garden', she asks them to identify any fruits that have spikes or any sap that could irritate their skin. When children

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need to do better?

13 September 2022 pick cucumbers, they say that they are spiky. n Children take an active part in developing house rules. These include that children should eat at the table, enjoy each other's company and take off their shoes when they enter the home. These rules are reinforced by the childminder through discussions, to help children know what is expected of them. n The childminder talks to parents about activities children have enjoyed and what they have eaten. This helps to keep them informed about their children's day. Parents comment positively about the childminder. They say that she cares for the well-being of the children and that children love the feast of foods she offers them. n Mealtimes are sociable occasions where children sit together to talk and eat. The childminder offers children a healthy range of breakfasts and cooked meals. Children say that they like to eat fruit and vegetables. This contributes to them

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need to do better?

receiving a nutritious diet. n The childminder helps children to understand the importance of oral hygiene. For instance, she talks to children about healthy foods and going to see a dentist. n The childminder extends her professional development. She attends relevant training courses to help increase her knowledge of how to offer children different experiences in the garden. For example, she provides opportunities for children to explore using their senses and to guess what they are touching. Children are blindfolded and asked to feel and talk about the textures of trees and plants.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants complete safeguarding training. They understand the signs and symptoms that could suggest a child is at risk of harm. This includes if children are being drawn into radicalisation or extreme views. The childminder knows the procedure to follow to report concerns about children's welfare to promote their safety. The childminder and her assistants complete first- aid training. First-aid boxes are located in the home and are taken on outings. This means that all adults who care for children have the knowledge and equipment to treat a child in a minor medical emergency.

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Setting details

Unique reference number EY373820 Local authority Leicestershire Inspection number 10138449 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 12 Date of previous inspection 13 April 2015

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Information about this early years setting

The childminder registered in 2008 and lives in Thurnby, Leicestershire. She provides out-of-school care during term time, from 7.15am until 9am and from 3.30pm until 6pm, Monday to Friday, except for bank holidays. The childminder works with her husband, who is her co-childminder, and assistants. She holds an appropriate level 3 qualification.

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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, co-childminder and inspector completed a learning walk of the areas of the home used for minding children. n The inspector went on a walk with the childminder, co-childminder and an assistant to collect children from school. n The inspector observed activities, indoors and outdoors, and the interactions between the childminder, one of their assistants and the children. n Children spoke with the inspector during the inspection. n The inspector held discussions with the childminder and her assistant. She reviewed a sample of documentation, such as policies and procedures. n The inspector spoke to several parents during the inspection and reviewed their

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Inspection activities

written feedback. She 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 September 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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