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

Children have extremely strong bonds with the attentive childminder. They enjoy lots of cuddles throughout the day. Children are absorbed in interesting and exciting activities. The childminder skilfully plans these based on the children's developmental levels and interests. Children squeal with pleasure as they explore lentils. They use their physical skills to mix them with spoons and pour them into different-sized pots. Children are curious in the environment. They are happy and confident to select activities for themselves. Children choose toys from the shelf and take them over to the childminder for support to play with them.

p.2

The provision is good

Children are developing a love of stories. They enjoy sharing books with the childminder. They cuddle up on her knee and listen intently as she reads. Children join in by pointing to pictures and vocalising. They smile and giggle as the childminder makes funny sounds. The childminder takes children on regular visits to the library. They join in with activities and help to choose books to take back to the childminder's house.

p.2

The provision is good

Children are given clear boundaries by the childminder. She sensitively supports younger children to share and be kind. Children play nicely together and enjoy each other's company. Older children are extremely caring towards younger children. They help them up if they topple over asking, 'Are you ok?'

p.2

need to do better?

n The childminder knows the children well. She finds out the children's existing skills from parents and from other settings that the children attend. Children benefit from meaningful experiences to help them build on their current knowledge. Younger children pretend to talk to someone on the phone. Older children learn to use tweezers to pick up small toys. n The childminder regularly reflects on her own practice. She keeps notes of improvements she would like to make and seeks out training to support these. n The childminder immerses herself in children's play. She explains to children why things happen and offers resolutions if things do not go to plan. Children have positive attitudes towards learning. They seek out the childminder to show her things that fascinate them. She responds with excitement. n Children's language development is supported by the childminder. She ensures that she is at the children's level so that she has eye contact when interacting

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need to do better?

with them. The childminder uses singing to increase children's vocabulary. Children enjoy listening to a song about a spider. They clap and cheer at the end. However, the childminder does not consistently simplify language and interactions for younger children to develop their emerging speech. n Children are given plenty of opportunities to become familiar with their local

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need to do better?

11 October 2022 community. They visit the park daily and have picnics beside the river. The childminder takes them on bus journeys to the farm and soft-play centres. Children develop social skills by attending local groups. The childminder actively organises meet-ups with other families in the community. n Children's attention skills are being developed. The childminder notices subtle cues children show when they start to become disengaged. She quickly adapts activities to regain their focus. Children have fun sitting in a tray of conkers, rolling them around and making noises. The childminder extends their play by adding tubes to roll the conkers down. n Parents are happy with the care their children receive. They speak very highly of the childminder and share how much their children enjoy attending. Parents receive daily updates and photos of what their children have been doing in the setting. However, the childminder has not yet established a successful way of

p.2

need to do better?

communicating children's next steps to parents, to support continuity of learning at home. n Children learn about their emotions and feelings. The childminder appropriately names emotions as the children experience them. Children show their understanding by independently saying when they are 'cross' or 'sad'. The childminder encourages children to be independent. Children attempt to put on their shoes and wash their hands themselves. They constantly receive praise for their efforts. n The childminder is aware of the importance of promoting healthy lifestyles. Children are able to choose from an array of fruit at snack time. The childminder shares stories and books about toothbrushing. Children play with toothbrushes and other resources. This encourages discussions about keeping teeth clean.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has secure knowledge and understanding of safeguarding children. She is aware of signs and symptoms that may indicate a child is at risk of harm. The childminder knows the procedure to follow when reporting concerns about a child's welfare. The childminder carries out regular risk assessments of the environment. She takes swift action to remove hazards. She recently identified a potential safety hazard during the walk to school. She worked in partnership with parents and the school to resolve the issue. The childminder is aware of the potential dangers of children being online. She has discussions about internet safety with older children.

p.3

should:

n simplify language and interactions with younger children to help develop their

p.3

should:

11 October 2022 emerging speech n strengthen communication of next steps to parents to support continuity of learning at home.

p.3

Setting details

Unique reference number EY446991 Local authority Leicestershire Inspection number 10235782 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 7 Date of previous inspection 19 December 2016

p.5

Information about this early years setting

The childminder registered in 2012 and lives in Hathern, Loughborough. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

p.5

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 provider and has taken that into account in their evaluation of the provider. n The childminder discussed the organisation of the curriculum and what she wants children to learn. n The childminder and the inspector carried out a joint observation of practice. n The inspector viewed a sample of documents. n The inspector observed the quality of interactions between the childminder and children. n Parents shared their views on the early years provision.

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Inspection activities

11 October 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

11 October 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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