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

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The provision is good

Children are happy and settled in the childminder's care. They benefit from strong bonds with the childminder, who is attentive towards their needs. Children confidently tell the childminder when they are feeling tired and are ready to settle down to sleep. They snuggle up and listen to relaxing music as they drift off to sleep.

p.2

The provision is good

Children are kind to their friends. Outside, they take turns to roll a ball down the slide. Children invite their friends to join in with their play. For example, children ask if their friends would like to play a game altogether.

p.2

The provision is good

Children develop a love of reading. They excitedly act out their favourite stories with their friends in the garden. Children recall parts of the story 'We're Going on a Bear Hunt' and join in with the repeated phrases. Later, children politely ask the childminder if she will read the story again when they have quiet time before lunch. Children listen intently as the childminder reads in an animated and exciting way. They learn new vocabulary, such as 'squash' and 'squelch', when the childminder reads about going through mud. Children gasp in excitement as they exclaim, 'It's a bear!' They make good progress in their learning and development.

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need to do better?

n The childminder provides opportunities for children to take part in experiences they may not have at home. For example, children are encouraged to feed the childminder's pet tortoise. Children learn all about what the tortoise eats and where he goes to sleep. They listen intently to the childminder as she explains that as the weather gets colder, the tortoise will hibernate. This helps children to find out about the world around them. n The childminder supports children to manage their self-care needs. Children fetch their own tissues and wipe their nose. They know to put the tissues in the bin when they have finished to 'stop germs from spreading'. The childminder praises three-year-old children when they remember to wash their hands after using the toilet independently. This boosts children's self-esteem and confidence in their ability to complete these tasks by themselves. n The childminder has high expectations of what children can do. She is a positive

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need to do better?

role model to children. For example, at snack time, she models to the children how to say 'please' and 'thank you' when asking their friends to pass the butter for toast. Over time, children begin to do this themselves, without being prompted. The childminder praises children for being kind to each other. When minor disagreements occur, the childminder swiftly intervenes. However, she does not yet talk to children about how their actions may make others feel. n The childminder has a secure understanding of what she wants children to learn.

p.2

need to do better?

22 September 2022 Children have opportunities to take part in activities which are planned to meet the next steps in their learning. Occasionally, the childminder is so enthusiastic that she tells children how to resolve problems too quickly. This means that children do not always have enough time to think about how they could solve problems themselves. n The childminder keeps her mandatory safeguarding and paediatric first-aid training up to date. In addition to this, she considers what training she could do to enhance her knowledge even further. The childminder has recently attended training on the curriculum, which she says has enabled her to have a better understanding of how to plan activities for children following their interests. n Parents are positive about the partnership they have with the childminder. They say that messages between home and the other settings children attend are always passed on. Parents feel well informed about their children's learning and

p.2

need to do better?

development. They say that the childminder offers suggestions of how they can support their children at home. Several parents were cared for by the childminder when they were children. They report that their experiences were so positive that they want the childminder to care for their children too.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibilities to keep children safe from harm. She has a secure knowledge of the signs and symptoms of abuse. The childminder knows who to report her concerns to if she feels that a child's welfare may be at risk, including through exposure to radical and extreme behaviours. She regularly checks her assistants have a good knowledge of safeguarding and are secure in who they would report concerns to. The childminder works well with her assistants to ensure that all children are supervised well in her home. For example, children are supervised closely as they navigate the steps into the childminder's garden.

p.3

should:

n give children more time to solve problems independently n provide children with more opportunities to consider how their actions may make other children feel.

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Setting details

Unique reference number EY480038 Local authority Leicestershire Inspection number 10231900 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 44 Date of previous inspection 6 September 2016

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Stoney Stanton, Leicestershire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds early years professional status at level 6. Her assistants hold appropriate qualifications at level 3 and above. The childminder offers places for children in receipt of funded early years education.

p.4

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 showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the interactions between the childminder and the children. n The inspector and the childminder jointly observed an assistant completing an activity with children. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of household members.

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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

22 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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