Allen, Clare Jane

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 are confident to explore the child-led learning environment. They happily go and find toys for themselves because they are familiar with where things are. Children are given plenty of opportunities to lead their own play. This supports them to become curious learners. For example, children giggle as they rub their wet hands over chalk marks. They excitedly watch what happens when the colours mix. Children spend most of their time in the outdoor environment. They enjoy regular visits to local amenities, including the childminder's allotment. They engage in sensory play and make art out of natural items. Children are calm and focused as they play in the garden. They use their small-muscle skills to dig in the sand with spoons to uncover dinosaurs.

p.2

The provision is good

Children have extremely strong bonds with the sensitive childminder. They learn to be caring towards each other by imitating her positive behaviour. Children gain reassurance from the childminder's cuddles and kind words. They play nicely together and are polite. For example, they say 'please' and 'thank you' at snack time without being reminded. Children are encouraged to be independent and attempt to do things for themselves. They proudly shout, 'I did it!' as they successfully undo their coats.

p.2

need to do better?

n The childminder knows the children extremely well. She gathers information about the children from parents and her observations of their play. This information is skilfully used by the childminder to plan interesting learning opportunities. The childminder identifies any gaps in children's learning quickly using an in-depth assessment of their development. She adapts her support to meet individual children's needs. This ensures all children make good progress from their starting points. n The childminder understands and nurtures children's emotions. She calmly supports children through periods of high emotion. Children look at photos of themselves making different facial expressions. This helps them recognise and label how they feel. n Children develop a love of books from an early age. The childminder makes stories come to life as she uses an animated voice when reading. Children respond by eagerly lifting the flaps and pointing to the pictures. The childminder

p.2

need to do better?

explains words that the children may not have heard before. This helps to increase their vocabulary. Children borrow books to take home and share with their families. n Children delight in being physically active. They dance around the living room, thoroughly absorbed in the music. Children laugh as they change the words to familiar songs. They become out of breath as they jump, twist and stretch.

p.2

need to do better?

10 November 2022 When outside, children run around in the space and climb skilfully on the equipment. The childminder promotes healthy eating as she provides fruit and vegetables for the children. They discuss the importance of a balanced diet at mealtimes. n The childminder works extremely well with parents. Parents comment on how they are happy with the information that is shared. They are aware of their child's next steps and are given ideas to support learning at home. Children benefit from a consistent approach and continuity in learning. n Children participate well and engage at group times. They pick out props from the 'singing box' to choose which song they would like to sing. The childminder responds to children as they speak and asks them questions. However, during these times, less-vocal children do not always get the same opportunities to build up their confidence by interacting and having a turn.

p.2

need to do better?

n Children build on their existing knowledge as they explore the world around them. They enjoy learning about the features of animals as they discuss their similarities and differences. They watch vegetables grow and build dens with logs. Children develop social skills as they meet a variety of people on their adventures, such as local park-keepers and farmers. n The childminder is committed to improving her knowledge and skills. She regularly attends training and brings new ideas and concepts into practice. For example, she has adapted her setting to focus more on child-led play. Children are beginning to solve problems independently. They use their initiative to make up games using the open-ended resources provided.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is knowledgeable about safeguarding children and child protection. She is aware of the signs and symptoms children may show if they are suffering from harm. The childminder has a clear procedure for recording and reporting concerns, including those against a person who works with children. She constantly extends her knowledge by seeking updates and researching relevant issues. The childminder talks to children and parents about the importance of being safe online. She gives advice and tips in parent newsletters. The childminder carries out regular risk assessments. This ensures that the environment is safe and secure for children to access resources independently.

p.3

should:

n give less-vocal children more opportunities to interact and have a turn during group times to build up their confidence.

p.3

Setting details

Unique reference number EY437627 Local authority Leicestershire Inspection number 10235611 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 6 December 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Wigston, Leicestershire. She operates from 7.30am to 5.45pm, Monday to Friday, term time only. The childminder 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 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 childminder. n The inspector and the childminder carried out a joint observation together. n Parents shared their views about the childminder with the inspector. n The inspector and childminder completed a learning walk to discuss the curriculum. n The inspector observed interactions between the childminder and children. n The childminder provided the inspector with a sample of documentation to view. n The inspector observed the quality of education and assessed the impact on children's learning.

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Inspection activities

10 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.

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Inspection activities

10 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.

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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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