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 are happy in this childminder's friendly home. Children have a lovely bond with their childminder, who shows a genuine interest in them and their feelings. They confidently ask for help when they need it and can tell the childminder when they are upset. The childminder follows older children's interests well, ensuring they are creative and engaged in their learning. She identifies accurate starting points by working together with parents, and she uses visual trackers to identify gaps in the children's learning. Furthermore, parents are actively kept informed about how they can support their children at home. Children are exceptionally well prepared for starting school.

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The provision is good

The childminder has high expectations for all children. As a result, children demonstrate positive behaviour and the ability to look after themselves. Children share and play with one another well, and they discuss ideas together during role play. For example, they pick up toy dinosaurs and talk about them being 'mummy', 'daddy' and 'baby' based on their size, and they make the accompanying sounds that they think dinosaurs would make. Older children are independent. They feed themselves with cutlery, and they put their own rubbish in the bin. They wash their own hands and faces and attend to their own toileting. Younger children hold out their hands to be wiped and giggle and gesture to things of interest.

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need to do better?

n The childminder provides a curriculum that is based on children's current interests. She ensures the children have access to a wide range of toys and resources that are age-appropriate. She provides ample opportunity for the children to extend their creative skills and thinking. Nevertheless, the volume of resources and the organisation of the environment do not enable the clear planning of activities, and children appear overwhelmed with choice. n The childminder uses her good teaching skills to interest and engage children. For example, she shows them how to use small toy tools such as pizza cutters and explains which mould can be used to make toppings during a play dough activity. She introduces new words, such as 'slices' and 'shell pasta'. However, she does not always consider how to include the youngest children who, at such times, are not involved as well or supported with their own interests.

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need to do better?

n Children are supported well in their early development of mathematical language. The childminder uses a variety of different situations to practise their knowledge. For example, the children discuss the different-coloured snacks that they are eating. The childminder asks questions, such as 'Which one is the biggest?' and 'Is the yellow one bigger or smaller than the pink one?' Children use flashcards with numbers and shapes on them and look at house numbers when on outings.

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need to do better?

9 March 2023 n The childminder promotes the children's physical development. Children have access to the garden for exercise, and ride-on toys and climbing apparatus are available to play on. The childminder takes children on walks and visits to local parks, and they attend playgroups together. They also visit a local fruit and vegetable stall regularly to pick their own food for snacks. However, the childminder does not always consider opportunities for physical challenge during indoor play for the youngest of children. n Children have a good understanding of how to keep themselves safe outside of the setting. Older children understand road safety and the need to check if it is safe to cross the road. They hold onto the buggy when walking and learn about safe places to stop and wait for the childminder if they walk ahead. n The childminder provides a language-rich environment that encourages the children to learn new vocabulary and increases their confidence in speaking. For

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need to do better?

example, during a walk in the snow, children talk about all the different footprints that they can see. They spot different animal footprints and discuss the patterns and shapes they make. Younger children notice the tracks the buggy is making and compare them to train tracks. They are given challenges such as looking out for bird footprints along the way. This supports the children's understanding of the wider world and helps to create a sense of awe and wonder about nature. n Feedback from parents is positive. They are happy with the planned activities on offer and really value the communication diaries that they share with the childminder. Parents have noticed a considerable change in their children with regard to personal development. They comment that the childminder is patient and thoughtful and that the environment is supportive and fun.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her safeguarding role and responsibilities. She also has a clear understanding of a wide range of safeguarding topics that pose a risk to children, including concerns such as radicalisation and female genital mutilation. She is aware of the possible signs and symptoms that may indicate a child is at risk of harm. She knows who to contact if she has a child protection concern and how to respond in the event of an allegation.

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should:

n organise the environment to enable clear planning of activities and better focus for children to support their learning n strengthen planning to include the interests of younger children and provide more physical challenge for them during indoor play.

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Setting details

Unique reference number 226610 Local authority Leicestershire Inspection number 10276541 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 12 Date of previous inspection 20 July 2017

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Information about this early years setting

The childminder registered in 1999 and lives in South Wigston, Leicestershire. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She has a recognised early years qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder. n The childminder and the inspector completed a learning discussion together to understand how the early years provision and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting. n Parents shared their views of the childminder's setting with the inspector through written feedback. n The childminder and the inspector carried out a joint observation. n The inspector interacted with the children at appropriate times during the inspection and observed their interactions with the childminder. n The inspector viewed the areas of the premises that are used for childminding. n The childminder shared a sample of documents with the inspector. This included

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Inspection activities

evidence of training and the suitability of household members.

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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

9 March 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.

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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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