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

Babies settle quickly and happily. They explore a range of interesting toys as they crawl and learn to develop their large-muscle skills to pull themselves up to standing. Babies smile and babble contentedly as they readily approach the childminder for warm cuddles and encouraging words, showing they have formed secure attachments. Young children are learning how to take care of themselves and develop independence. They wipe their faces after finishing eating and put their shoes on to go outside.

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The provision is good

Children are provided with lots of opportunities to explore the natural world. Young children play in the garden, excitedly exploring leaves and finding different bugs. They look carefully at snail shells, and the childminder tells them, 'This is a big one, this is a small one, and this is a baby one', as she helps them to understand mathematical concepts. When children notice the flowers, the childminder encourages them to smell them and discuss what they smell like. Young children are beginning to develop small-muscle skills as they pick up sticks and make marks in the mud.

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need to do better?

n The childminder has a clear focus on supporting children to develop independence ready for school, and enabling children of all ages to be themselves and value their uniqueness. She provides children with different experiences, including walks in the local area and visits to country parks. She takes younger children to 'stay and play' sessions, which enables them to socialise with others and learn how to make friends. n The childminder knows the children and their families well, and the children are making good progress. She observes what children know and can do and she shares with parents what children need to learn next. n The childminder takes the lead from children and builds activities around their interests. For example, when young children show an interest in the pet tortoise, she creates an opportunity to teach them to appreciate animals. She demonstrates how to wash the tortoise, and young children gently clean the

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need to do better?

tortoise's shell with water and a small brush, as they learn how to care for animals. However, sometimes children move quickly from one activity to another. The childminder does not always consider how to link and extend children's learning as they move from one activity to the next. n Children are learning to develop their language and communication skills throughout the day as the childminder thoughtfully asks them questions and listens carefully to their answers. The childminder encourages the children to sing and helps them to copy the actions as they excitedly join in with songs they know well. The childminder models new language, such as 'toothbrush', 'bath'

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need to do better?

18 April 2023 and 'tortoise'. This helps young children to extend their vocabulary and learn the correct pronunciation of new words. However, the childminder does not consistently use open questions to encourage children to engage more fully in two-way conversation. n Children learn to behave well. The childminder helps young children to understand what behaviours she expects by modelling kind and gentle actions. Children learn to share, as the childminder asks them to find a ball for the babies so that they can also join in a game. As children listen and fetch a ball she says, 'We're sharing, sharing is good.' The childminder supports older children to talk about their emotions and things that might be bothering them. She helps children to understand the consequences of behaviour through conversations and discussions, and encourages them to make good choices. n The childminder works with other agencies to support children who have

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need to do better?

additional needs. She shares information with other settings that children attend with the parents' agreement, to ensure that children experience consistent approaches and are progressing well. n The childminder works closely in partnership with parents. She focuses on building strong relationships with parents and shares information about what children have been doing and learning. She gives parents ideas about how they can support their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands how to recognise possible signs of abuse and neglect and knows what to do if concerned about a child's safety or well-being. The garden is secure. The childminder considers potential hazards and manages risks to keep children safe. She undertakes appropriate training to keep her knowledge of safeguarding up to date. She is aware of the importance of internet safety and how to keep children safe online. The childminder limits the amount of screen time for older children and ensures parental controls are in place when they are online to ensure their safety.

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should:

n build on children's skills and knowledge by extending and linking learning as they move from one activity to the next n support children to further develop their speaking skills by asking more open questions to encourage children to engage in more conversations.

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Setting details

Unique reference number EY341210 Local authority Leicestershire Inspection number 10279903 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 14 Date of previous inspection 3 August 2017

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Information about this early years setting

The childminder registered in 2006 and lives in Ab Kettleby, Leicestershire. She operates all year round, from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. She offers funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first inspection the childminder has received since the COVID-19 pandemic. 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 inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector and the childminder carried out a learning walk together. n The inspector looked at relevant documentation. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Inspection activities

18 April 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.

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Inspection activities

18 April 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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