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 and safe. They laugh and tell the childminder what toys they want to play with. The children develop a positive attitude and are able to tell the childminder how they feel, and she acknowledges their feelings. The childminder wants children to be independent and know their minds. Children are provided with plenty of learning experiences in the childminder's home and outside on her allotment, where they love digging and raking, supporting their physical development.

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The provision is good

Children are frequently read to by the childminder, supporting their love of books. They are currently reading 'The Gruffalo' and have created a den in the woods. Children are offered lots of opportunities to socialise with others at the local Sure Start centre. They enjoy trips to local parks and other areas of interest to increase their understanding of the wider world.

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The provision is good

Children with special educational needs and/or disabilities (SEND) are supported passionately by the childminder, who works hard to support their specific language needs. Children are confident to babble and chat with the childminder. The childminder works skilfully to advocate for children with SEND, alongside parents and in collaboration with other agencies. The childminder knows each child very well.

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need to do better?

n The childminder ensures she knows children well when they start in her care. She has discussions with the families regarding their interests and who are the important people in the child's life. This helps the childminder to plan to meet their learning needs. n The childminder asks the children pertinent questions related to what they are doing. For example, as children lift the flaps in books and tell the childminder what they see, she repeats words back to them to support their pronunciation. n Most of the time, the childminder supports the children's emotional needs well. For example, when they are feeling sad or uncomfortable, she will comfort them in her arms so the children feel safe and secure. However, she does not always help children understand what is going to happen next or their daily routines, for example when a nappy change is going to happen or when it is time to prepare them for sleep.

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need to do better?

n The childminder encourages the children to make decisions about their activities. For example, children choose what they would like to play with from the open shelves, such as cars or bricks. This helps the children to develop a sense of self and their independence. n The childminder adapts activities to meet individual children's needs. For

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need to do better?

22 May 2023 example, she recognises that some children do not like the feel of paint on their hands and places paint under cling film to ensure all children can join in and have a go. n The childminder supports children to be independent. Children learn to wipe their noses and visit the toilet. They begin to manage their personal needs and develop an understanding of how to look after their bodies. The childminder encourages children to help tidy the space, supporting them to take pride in their environment. n The childminder supports the children to make progress in their learning and development. For example, she encourages younger children to use furniture to aid their walking and helps them develop coordination skills and build strength. n Parents say their children are happy and make good progress in their learning. They speak highly of the childminder, commenting, 'She is like a second mum.' Parents like the opportunities offered to their children to be outside and to visit

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need to do better?

groups to support social development. The childminder updates parents regularly throughout the day, using photos that parents enjoy. n Children are provided with an ambitious curriculum which starts with their interests. However, the childminder does not always focus on children's specific learning needs. For example, she does not focus on helping children who are not yet talking clearly to express themselves, in place of concentrating her attention on their ability to hold a pencil. n The childminder continues to improve her knowledge of early years development by undertaking various courses. She uses the knowledge she gains to meet the needs of the children in her setting and support their learning and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder updates her safeguarding knowledge through regular training. She has a good knowledge and understanding of safeguarding and child protection. She can identify signs and symptoms that indicate that a child is at risk of harm, including wider safeguarding concerns such as the 'Prevent' duty. She understands her role and responsibility to safeguard children and knows who to contact if she has concerns. The childminder carries out regular risk assessments of the setting and her allotment, ensuring children in her care are safe from harm.

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should:

n strengthen support for children to understand daily routines, such as a nappy change or preparing for sleep n improve support and activities to be responsive to children's specific next steps and learning needs, particularly their communication and language.

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Setting details

Unique reference number EY486190 Local authority Leicestershire Inspection number 10264154 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 8 Date of previous inspection 6 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Bagworth, Leicestershire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. 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 her evaluation of the childminder. n The inspector and the childminder discussed the quality of education and learning opportunities she provides. n The inspector observed children playing, talked to the children and tracked their experiences and learning. n The inspector considered parents' views through four written statements. n The inspector sampled documentation, including evidence of suitability and children's records.

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Inspection activities

22 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

22 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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