Childminder in Leicestershire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Children are welcomed warmly by the childminder and her assistant. The children are happy, and they have formed strong bonds with the childminder, who knows them well. Children are confident and are happy to talk and play with visitors. Children quickly become in engaged in their play. However, the planned activities that are available provide little opportunity for children to be challenged in their learning or to build on what they know and can already do. As a result, not all children are well prepared for the next stage of their education.

p.2

The provision requires improvement

Children are encouraged to develop their early writing skills. They use felt tips, stamps and chunky crayons to draw on a large piece of paper on the floor. Children happily chat with the childminder and her assistant about what they are doing. They are confident to ask them for help. For example, when the children attempt to draw around their own hands, they confidently ask the childminder to support them.

p.2

The provision requires improvement

Older children are encouraged to be independent. They are quick to help the youngest children with simple tasks, such as helping them get toys that they are unable to reach or to turn the pages of a book. The youngest children do not always have the opportunity to develop their independence. For example, at snack time, the childminder is quick to intervene by peeling bananas rather than allowing children to try and do it themselves.

p.2

need to do better?

n The childminder talks confidently about each of the children in her care. She gathers information from both the parents and her own observations. She uses this information to understand children's starting points. The childminder supports the children's next steps through her interactions with children. However, this is not consistent. The childminder does not always use these opportunities to challenge children's thinking and ask questions to extend their learning. n Generally, children behave and play well together. However, the childminder and her assistant do not always support the youngest children with making the right choices. For example, they remove resources, such as books, rather than teaching the children how to use them carefully. Other resources are not used because children all want to use them at the same time. As a result, children miss out on important learning on how to share, take turns and respect their

p.2

need to do better?

resources. This does not help children to learn what is expected from them. n The childminder supports children to develop their communication and language skills. She responds to children's speech. For instance, she echoes back the single words communicated by younger children. On occasion, she does not

p.2

need to do better?

7 November 2022 correct the pronunciation of familiar words to enhance children's communication and language skills. For example, she will repeat children's words such as doggy and piggy rather than using dog and pig to model the correct language. n The childminder and her assistant use mathematical language, such as 'tall', 'small' and 'half', as children play. In planned activities, number names and counting are used. However, they do not make use of numbers or counting during interactions, to extend children's early mathematical skills. n The childminder and her assistant have completed mandatory training. This supports them to promote children's safety and welfare. Since her last inspection, the childminder has not undertaken any additional professional development. As a result, she lacks the knowledge and skills to consistently ensure high-quality interactions. This hinders the quality of education the

p.2

need to do better?

children receive. n The childminder understands the importance of healthy eating. She encourages parents to provide a healthy lunch and fruit for snack. Drinks of juice are provided by parents, and the children are offered them throughout the day. Although fresh drinking water is available for the children, this is not actively encouraged as an alternative to juice, and it is not accessible to the children. n Parents are very positive. They speak highly of the childminder and say that their children are happy and settled. Although parents do not enter the premises, they say that the childminder keeps them informed about their child's activities and learning through daily conversations and photographs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good knowledge about how to keep children safe. They understand their responsibility to always keep children safe. They are aware of the indicators of abuse and know how to report concerns. They understand the need to identify any children who may be at risk of harm from extreme behaviours and views. The childminder ensures that suitability checks for her assistants are in place and that they are trained in paediatric first aid and safeguarding. The childminder works to ensure that her home is clean, safe and well maintained, to ensure children can play and explore safely.

p.3

Due date

devise and access a programme of professional development to raise the quality of education to a good level 07/02/2023

p.3

Due date

7 November 2022 put in place consistent behaviour management strategies so that children learn what is expected of them 07/12/2022

p.3

Due date

ensure that fresh drinking water is accessible and offered to children at all times. 07/12/2022

p.4

should:

n increase opportunities for children to develop their independence through everyday routines n develop a secure understanding of the teaching and learning of the curriculum to ensure that children are consistently challenged n enhance the support for children to learn the correct pronunciation of words from a young age, to ensure their communication and language skills develop well n focus development on strengthening interactions with children, to extend and deepen their understanding.

p.4

Setting details

Unique reference number 225987 Local authority Leicestershire Inspection number 10064529 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 12 Number of children on roll 8 Date of previous inspection 17 May 2016

p.5

Information about this early years setting

The childminder registered in 1990 and lives in Blaby, Leicester. She operates her provision all year round, from 7.30am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant.

p.5

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures that it is safe and suitable. n Children spoke to the inspector during the inspection. n The inspector observed interactions between the childminder and the children and reviewed the impact on the children. n The childminder and inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents' views were taken account of by the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

7 November 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.

p.5

Inspection activities

7 November 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7