Law, Marian

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 quickly settle when they arrive at the childminder's home. They show positive relationships with the childminder and demonstrate that they feel secure in her home. For example, they receive cuddles, comfort and reassurance from her. When their peers are upset, children fetch them a toy, showing kindness towards them.

p.2

The provision is good

The childminder helps children to progress in their development. She encourages them to develop their understanding of insects. Children are given time to explore and investigate toy insects on their own. They sit with the childminder to look at spiders in books, helping them to understand where information can be obtained. Children give the childminder good eye contact and smile at her when they listen to nursery rhymes about spiders. They are physically active when they hear the rhythm of rhymes. Younger children stand up, bend their legs and bounce up and down. Children are keen to explore and investigate the toys and resources offered. Younger children develop an early understanding of technology, for example, when they think about how to press buttons on electronic toys. They look inquisitively when the toys make a sound and lights flash. Children learn hand and eye coordination when they roll a ball back and forth to the childminder, showing their

p.2

The provision is good

understanding of how to take turns and share.

p.2

need to do better?

n The childminder offers children healthy meals, snacks and drinks to promote a nutritious diet. She supports children's good health, such as to ensure that children have clean hands before they eat. The childminder helps children to develop an understanding of oral hygiene. For example, she gives them activities to complete where they use large toothbrushes and teeth to practise on. n The childminder broadens the range of experiences children receive at home. She offers them opportunities to learn about their local community and the people who live there. For example, children have opportunities to develop their social skills when she takes them to toddler groups. This is particularly beneficial for children who are less confident to mix with others. n The childminder observes and assesses children's learning. This helps her to identify what children need to learn next. She supports children's communication

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need to do better?

and language skills well. For example, when babies babble, she waits for them to finish and responds appropriately. This encourages them to learn how to take turns in conversations. The childminder names toys and objects that younger children play with, helping to extend their understanding. n The childminder extends her professional development. She completes relevant online training courses to help extend her knowledge of how to support children's behaviour. For example, she understands that sometimes children's

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need to do better?

16 September 2022 well-being can affect how they behave. She knows the importance of speaking to parents to gather a full picture of a child's life to help understand why they behave certain ways. n The childminder gives children plenty of praise and encouragement for their achievements. She is a positive role model for children, using good manners and being polite, such as when they pass her toys. This helps children to understand what is expected of them. n The childminder sends home photo books to show and share children's achievements with parents. However, she does not engage effectively with other early years settings that the children also attend to help promote consistency in their care and learning. n The childminder helps parents to continue to support their children's learning at home. For example, she asks parents to work with her to support children's toileting needs. This helps to provide a united approach between home and the

p.2

need to do better?

setting to support children's development. n Children hear mathematical language being weaved into some daily routines. For example, when the childminder wipes younger children's hands, she counts one, two. This helps them to develop an early understanding of numbers and how to count in the correct order. However, during other daily routines, children are not as well supported to build on their learning, such as when the childminder changes children's nappies.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder maintains a safe environment for children to play. She uses guards in front of fires to stop children accessing these. The doors and garden gates are securely fastened to help stop unauthorised people from entering her home. The childminder completes first-aid training. She has a first-aid box in her house and one for outings. This gives her the knowledge and equipment to be able to deal with a child's minor medical emergency. The childminder understands the signs and symptoms that may mean a child is at risk of harm or abuse. She knows where to report concerns about children's welfare, to promote their safety.

p.3

should:

n develop partnerships with other early years settings that children also attend to support a consistent approach to their care and learning n strengthen interactions with children during daily routines to build further on their learning.

p.3

Setting details

Unique reference number 225892 Local authority Leicestershire Inspection number 10064436 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 9 Date of previous inspection 16 July 2015

p.4

Information about this early years setting

The childminder registered in 1999 and lives in Glenfield, Leicester. She operates all year round from 7.30am until 4.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

p.4

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 interacted 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 reviewed a sample of documentation. n Feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

16 September 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.

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Inspection activities

16 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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