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 enjoy their time in the childminder's home. They make choices about their play and learning. The childminder organises her homely setting so that toys and resources are accessible to the children. Children demonstrate a positive attitude to learning. They enjoy being together to choose books and toys from the boxes available to them.

p.2

The provision is good

Children demonstrate that they are comfortable and happy in the childminder's home. They settle well and develop positive relationships with the childminder and their friends. For example, babies snuggle close to the childminder for a cuddle when they become tired. Older children are eager to include the childminder in their discussions and games. These relationships help children to feel safe and secure.

p.2

The provision is good

The childminder takes time to get to know the children. Consequently, she knows them very well. She is attentive to their individual needs and understands where each child is in their development. The childminder uses a warm, gentle approach as she supports children to take turns, to share space and toys with their friends, and to use their manners. She has clear expectations of children's behaviour. Consequently, this supports children to understand the routine and behave very well.

p.2

need to do better?

n The childminder spends time getting to know the children and their families. She uses a 'Knowing you, Knowing Me' form to collect information from parents before their children start with her. She has a flexible settling-in process which enables parents to leave their children for several short sessions before they start their full sessions with her. n Children develop their language through discussions with the childminder and each other. The childminder corrects children's pronunciation by repeating words and supports their vocabulary by introducing new words. For example, when children struggle to name a pom-pom they have found, the childminder tells them what it is and encourages them to repeat the new word. She uses a gentle, friendly manner and children respond very well to her. n The childminder encourages children to develop problem-solving and early mathematics skills as they play. Children examine and talk about pictures on

p.2

need to do better?

puzzles and in books. They learn to name the features on their faces, such as eyes, ears and noses, and recognise the differences and similarities they have with their friends. n The childminder skilfully encourages children be thoughtful to one another. She supports them to work together and helps them to understand each other's likes

p.2

need to do better?

9 January 2023 and dislikes. For example, older children brush a soft pom-pom on a baby's hand and face. When the baby shies away, the childminder explains this means they might not like the pom-pom. n Children are encouraged to play together and share resources, such as the character soft toys they tip from a large box. Older children understand to share with their younger friends and enjoy including them in their games. n The childminder understands that not all children have experience of larger social groups. Therefore, she meets with other childminders so that children can play with different people and develop social skills and positive behaviours. She utilises the local community to broaden children's experiences. For example, they attend 'wriggly readers' sessions at the local library and visit the park, where children have space to run, jump, climb and develop their physical skills. n The childminder observes children as they play to find out what they know and

p.2

need to do better?

can do. She knows what she wants children to learn next and uses this information to help develop the curriculum offered. However, activities are not always challenging enough to extend children's learning. For example, babies do not always have enough time exploring on the floor to develop their physical skills. Older children sometimes find the puzzles they are offered easy to complete. n The childminder understands that regular training helps her to keep her knowledge current and up to date. She attends online training to support her to develop her setting. For example, she attended a food hygiene course which developed her knowledge of food allergies. The childminder engages with outside agencies, such as the speech and language team, to support children with special educational needs and/or disabilities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder completes daily risk assessments of her home and garden, including places that she visits with the children, to ensure that they are safe and suitable. She understands the main types of abuse and how to recognise the signs and symptoms of abuse and neglect. The childminder knows who to contact if she has concerns about a child or if she needs advice and guidance. She attends regular safeguarding training. She has participated in additional training on the 'Prevent' duty. This helps her to know how to remain vigilant and support families to keep their children safe.

p.3

should:

n enhance further the curriculum offered, to support all children to make sustained progress in all areas of their development.

p.3

Setting details

Unique reference number EY222283 Local authority Leicestershire Inspection number 10234645 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 6 Date of previous inspection 10 January 2017

p.4

Information about this early years setting

The childminder registered in 2003 and lives in Wigston, Leicestershire. She operates all year round from 7.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 6. She 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 observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation, including evidence of her suitability.

p.4

Inspection activities

9 January 2023 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.4

Inspection activities

9 January 2023 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6