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 show they have strong bonds and positive relationships with the childminder. They are confident and talk about what activities they like to do when they are with the childminder. The childminder works together with her co- childminder to provide a home-from-home setting and offers healthy home-cooked meals for the children. Children develop their independence skills as the childminder helps to prepare them for starting school. Children learn to carry out self-care tasks for themselves.

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The provision is good

Children develop a sense of belonging when with the childminder. The childminder sings the 'hello' song to warmly interact with the children while they wait for their lunch. Children are excited to sing 'hello' back to the childminder when she sings their names. Babies babble and clap in delight when it is their turn. Children take responsibility for their environment and show respect to the childminder. They follow the childminder's high expectations for their behaviour. The childminder skilfully intervenes to redirect children when necessary. Children learn to understand what is going to happen next and confidently participate in the daily routine. For example, when the childminder asks children what they need to do before lunch, they respond in unison and say, 'We wash our hands.'

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need to do better?

n The childminder gives children the opportunity to practise their physical skills. She encourages babies to hit pots, pans and musical instruments. Older children enjoy dancing with the childminder as she demonstrates how to jump and do squats. Although the indoor environment is well planned to ensure that children learn new skills, the childminder does not always plan for younger children's outdoor activities to ensure that they have sufficient learning opportunities. n The childminder promotes children's mathematical development. She encourages children to use their small-muscle skills to pick up and squeeze pegs. Children count to four with the childminder as they attach the pegs to a bag. The childminder uses mathematical language, such as 'smaller' and 'bigger', when children use a magnifying glass to look at snails. n The childminder focuses on communication and language development. She encourages all children, including babies, to participate in conversations. The

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need to do better?

childminder gives the older children time to think and the babies the opportunity to babble. She sings familiar songs and rhymes to the children. The childminder uses phrases like 'I wonder' to encourage children to share their thoughts and ideas. She teaches them to use descriptive words to compare bracelets by introducing vocabulary such as 'sparkly'. However, at times, activities provided for babies are too easy for their stage of development. This does not consistently ensure that all children achieve their highest potential.

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need to do better?

16 May 2023 n Parents speak highly of the care their children receive from the childminder. The childminder and her co-childminder work closely with parents to provide ideas about how parents can support their children's development at home. They provide daily updates to parents about their children's activities and care arrangements. n The childminder and her co-childminder attend local toddler groups with the children. This helps to promote children's social skills and develop their confidence with a wider circle of people in preparation for starting school. They also work with local schools to ensure a seamless transition for the children. n The childminder prioritises creating a strong bond with all children and ensures that they all are happy. She ensures that babies feel comfortable with their care routines. The childminder sings nursery rhymes to them while changing their nappies. She introduces the concept of self-regulation with older children and

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need to do better?

teaches them how to keep themselves calm. She has undertaken training in reflexology and aromatherapy and shares these skills with the children. n The childminder reflects on her practice with her co-childminder. Together, they analyse their practice and identify their training needs. For example, the childminder and her co-childminder have strong connections with other professionals, such as speech and language therapists, and use the knowledge they share to improve outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibility to keep children safe. She understands local safeguarding concerns and knows who to contact if she has a concern about a child's welfare. The childminder ensures that she completes regular safeguarding training to keep her knowledge up to date. She understands the process to follow should there be an allegation made against her, her co- childminder or anyone else living at the property. Children are supervised well and learn to take age-appropriate risks. The childminder accesses paediatric first-aid training to help her know what to do in a medical emergency.

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should:

n enhance the arrangements for babies and young children's outdoor play to provide them with a wider range of challenging learning experiences n refine the curriculum for babies to make the most effective use of interactions and teaching opportunities.

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Setting details

Unique reference number EY485496 Local authority Leicestershire Inspection number 10264557 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 5 Date of previous inspection 19 June 2017

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Information about this early years setting

The childminder registered in 2015 and works with a co-childminder in her home in Earl Shilton, Leicestershire. She operates during term time from 8.30am to 3.30pm, Monday to Friday. The childminder holds an early years qualification at level 3. She 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 setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning.

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Inspection activities

16 May 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

16 May 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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