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 enter the warm and welcoming childminder's home and quickly settle, exploring the familiar environment. They connect building bricks together to build a 'hat'. Children carefully select bricks from the box and push them together to make the structure. They use their imagination to create familiar characters to put the hat on. Children point to their creations and exclaim, 'look, mum', 'look, dad'.

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The provision is good

Children use their small-muscle skills as they explore paint. They watch carefully as they dip leaf-shaped stamps into red and yellow paint and press it onto paper, creating a leaf print. Children use their listening skills as they intently listen to familiar stories. They smile and chatter as they point to the characters in the story.

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The provision is good

Children use their large-muscle skills to throw and catch, as they explore a variety of large and small balls. They laugh as they spin around with the ball in their hands. Children throw the balls up in the air and watch as they fall to the floor. They further develop their large-muscle skills and coordination as they ride on bicycles. They use their feet to propel them across the grass, moving the bicycles forward.

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need to do better?

n Parents are complimentary about the quality of care. They say that the childminder provides a 'positive, happy environment' for their children. Parents mention that the childminder communicates well, informing them on what their child has enjoyed during the day. n Children benefit from regular trips in the local environment. The childminder gives children opportunities for new experiences, such as travelling on the bus and meeting new people at local play groups. The childminder provides further learning experiences as they explore parks. Children use the climbing equipment to further develop their coordination and large-motor skills. n The experienced childminder has created a programme of education that is relevant and interesting for the children in her care. The learning environment is well-resourced and inviting. However, the childminder does not always enable the children to complete tasks for themselves. For example, as children join in

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need to do better?

an activity to support their mark-making skills, the childminder steps in and draws for the children, rather than encouraging them to draw for themselves. n Children benefit from new and different healthy foods, prepared for them by the childminder. The childminder shares what the children have been eating with their parents. Parents often try the new, healthy foods with their children at home. The childminder helps families access local dentists and ensures that children brush their teeth after meals. The childminder ensures that children

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need to do better?

25 October 2022 follow good hygiene practices. For example, she encourages children to wash their hands after they have been outside, and after visiting the toilet. n The childminder ensures that the emotional needs of the children are met. When children need comfort, they hold out their arms, shouting 'hug, hug'. The childminder responds to this swiftly, offering lots of reassurance and cuddles. This helps children to build strong attachments. n The childminder's pets are integral to supporting learning. Children are shown how to care for animals and learn to be gentle around them. They visit local shops to buy pet food and help to feed them, which helps children learn about the needs of others. They listen to the childminder and are respectful, stroking the pets gently. n The childminder attends a wide range of training courses to help her to extend her knowledge about children's education. For example, a recent course on

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need to do better?

speech and language has helped the childminder to gain further knowledge on how to support younger children's emerging language. n Children listen and follow instruction well. They independently tidy up the toys when they have finished playing with them. The childminder praises children for positive behaviour and gently reminds them to use their good manners when they ask for food or drink.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides a safe and secure environment for the children in her care. She has a good understanding about how to keep children safe. She understands safeguarding procedures and how to recognise if a child may be at risk. This includes keeping children safe from radical views and being aware of female genital mutilation. The childminder is aware of her role and responsibilities in managing allegations and shows an understanding of how to report concerns. The childminder manages risk well in her home. She minimises any potential hazards and responds swiftly to any incidents or accidents that occur.

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should:

n enable children to consolidate their own independent learning, with particular regard to mark making.

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Setting details

Unique reference number EY450688 Local authority Leicestershire Inspection number 10235900 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 3 Date of previous inspection 14 December 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Thurmaston, Leicestershire. She operates all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children. She holds a childcare qualification at level 3.

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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 showed the inspector the premises and discussed how they ensure those are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided, both indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has on children's learning. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

25 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

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

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