Gowlett, Samantha

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 in this setting show that they are happy as they smile and giggle during their play. They celebrate when they have done well by clapping themselves and each other. They receive lots of praise from the childminder for their efforts and for trying new things. Children show they feel safe and secure as they explore the toys with confidence. Children go to the childminder for cuddles and reassurance when they are unsure.

p.2

The provision is good

Children learn to gesture and communicate effectively. The childminder recognises when children need help with their speaking. She supports children to learn new words and sounds. The childminder responds quickly to their needs. Children are eager and interested to join in activities planned by the childminder. They point to boxes and say, 'What's that?' to discover their contents. Children learn to copy the childminder and each other. The childminder helps the children learn new ways to play. For example, the children learn to build towers with blocks and put objects into containers. They are encouraged to show determination when blocks get stuck or towers fall. The childminder demonstrates and offers them help if needed.

p.2

The provision is good

Children learn how to take turns with the toys. For example, the childminder shows them how to share play food and use simple words to show good manners. Children behave well. They quickly learn how to follow the childminder's instructions, who also teaches them the routines of the setting. Children are encouraged to cooperate with nappy changes and learn to wash their hands independently. They are reminded not to throw toys and help to tidy up. Children visit the local area, such as parks, with the childminder. Here, they learn to climb and explore. They also visit the library to spend time reading and sharing books.

p.2

need to do better?

n The childminder encourages children to speak and communicate. She reads to young children, sings songs and listens to their gestures and sounds. However, at times, the language used by the childminder is too complex for the youngest children to understand. Opportunities to practise simple words are not consistently explored. This means the children are not always supported to learn new words. n The childminder identifies key areas of learning for children of all age groups. She works with parents to suggest ways she can help children to improve their skills and knows what they need to know next. The childminder uses the local area and the playgroup she runs to help give children more opportunities to practise the skills she teaches them. This includes exploring larger areas to run and climb with friends. This helps children to develop socially and physically. n The childminder builds on children's interests as she includes them in activities.

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need to do better?

21 June 2023 For example, children who like playing ball games practise their throwing and aiming skills as they help during tidy-up time. The childminder adapts activities so that children of all ages can access learning. She encourages children to play together and teaches them how to take turns. However, some planned activities lack focus as the childminder is not always clear on what she wants each child to learn. This means children do not always make the best possible progress. n Children develop a good attitude to learning. They trust the childminder to respond to their needs. The childminder finds many ways to keep young children focused on activities. Children follow clear routines and are taught behaviour boundaries that are well established. This means they can concentrate well at a young age. n Children enjoy trying new things. They are able to make their own choices in the toys they play with and the food they eat. This encourages children to become

p.2

need to do better?

independent. For example, children put their food on plates and feed themselves. Children are learning to be aware of good hygiene and healthy eating as part of their daily routines. n The childminder ensures she has up-to-date knowledge and training. She uses the internet and engages with other childminders to gain support and share ideas to help improve her provision. The childminder accesses the local area for the children to play due to limited space in the home. She works well with other agencies and shares information with teachers when children start school, which helps children to transition well. n Parents speak highly of the childminder and her 'home-from-home' setting. They highlight the visits to the playgroup, library and the park as strengths. The childminder finds out about children and their routines before they start with her. She uses this information to help children settle quickly. The childminder

p.3

need to do better?

works with families to support children to use technology safely at home. She also suggests ways parents can support their child's development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder recognises the signs and symptoms of abuse. She knows how to record and report information that may cause concern and how to seek advice. The childminder is aware of signs that a child is being exposed to radical or extremist views. She knows how to recognise when a child may be at risk from female genital mutilation. The childminder is able to apply knowledge to scenarios to help keep children safe. She is aware of the dangers associated with county lines and using the internet. The childminder completes regular risk assessments to keep children safe on outings. She keeps the required documents up to date.

p.3

should:

21 June 2023 n embed strategies to support younger children to further develop their speech and language n strengthen planning to be clear about what each child needs to learn during activities.

p.3

Setting details

Unique reference number EY357942 Local authority Leicester Inspection number 10280578 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 29 August 2017

p.5

Information about this early years setting

The childminder registered in 2007 and lives in Leicester. She operates from 7.30am until 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3.

p.5

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 discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities indoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder, the children and the parents during the inspection. n The childminder and inspector carried out a joint observation of an activity together. n The inspector reviewed a sample of documentation, including the suitability of people living in the household, insurance and first-aid qualifications.

p.5

Inspection activities

21 June 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

21 June 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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