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 have strong attachments to the childminder. They run to her for cuddles and snuggle close when listening to a story. The childminder creates an environment where children are safe, secure and make their own choices as they move around the rooms. Children are eager to go outside. Toddlers smile at the childminder for reassurance as they run around the garden developing their physical skills. They balance along the balancing beam and climb up the small slide, showing great delight as they slide down. The childminder supports babies to negotiate the garden furniture as they push baby walkers along the patio, developing their core skills to help them to walk.

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The provision is good

Children are well behaved and have a positive attitude towards their learning. The childminder enhances children's play and learning well. Children and the childminder roll cars and balls down drainpipes. The childminder counts 'One, two, three' and toddlers shout, 'Go!' They laugh as the cars reach the bottom, which encourages them to do it again. The childminder supports babies to pick up the balls using their small-muscle skills and to join in the play. The babies pass the balls from one hand to the other, and attempt to roll them down the drainpipe developing their curiosity.

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need to do better?

n The childminder creates a curriculum that encourages children to explore and be curious. She knows the children well and what she wants them to learn. She follows their interests and provides for their future learning. For example, babies enjoy popping plastic poppers, and toddlers paint pictures using mud. This helps to strengthen their fingers in readiness for making marks and writing. n The childminder encourages children to enjoy books. Toddlers show delight as they follow the story and count the characters in the book. They turn the pages and smile with excitement, as they see the Grandpa and Grandma Pig. This inspires the children who extend their own learning as they go and fetch another book to look at independently. n Overall, the childminder has positive interactions with children and promotes language skills well. She joins in children's play at their level and talks to them about what they are doing, to help their understanding. The childminder

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need to do better?

pronounces words correctly. For example, when toddlers say 'nana', she repeats banana helping increase their vocabulary. However, sometimes, the childminder does not give children enough time to respond to questions. n Partnership with parents is effective. Parents are happy with the service and comment that the childminder is 'caring and kind' and 'knows their children well'. The childminder shares information with parents, through sending photos home and talking to them at collection times about their children's learning. This helps

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need to do better?

12 July 2023 parents know about their children's current learning, so they can help them at home if they wish. n The childminder has a calm nature and prompts children, when necessary, not to do things. For example, children put things into their mouths while they play. The childminder promptly tells them not to do this. However, she does not give the children a reason why. This means, the children are not supported to understand the possible consequences of their behaviour and actions. n The childminder provides hygienic routines for children to follow, healthy snacks and water to drink. She supports children to develop their growing independence skills. For example, she encourages children to wash their hands in readiness to eat. Children feed themselves and are polite, saying 'yes please' at mealtimes. n The childminder reflects on her practice and demonstrates a good capacity to improve. For example, since her last inspection, the childminder has attended

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need to do better?

forest-school training. She has acquired a private woodland area where the children go. The childminder supports children to experience many skills, such as den making, climbing trees and learning about nature.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of safeguarding issues. She knows the signs to look out for that may indicate a child is at harm. The childminder understands the procedures to follow if she has a concern about a child's welfare, or an allegation is made against her or a household member. The childminder completes regular training to keep her knowledge of safeguarding up to date. This includes knowing about 'Prevent' duty and county lines. She supervises children well and carries out risk assessments to identify and remove any potential hazards for children.

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should:

n give children time to respond to questions to further develop their speaking skills n support children to understand the possible consequences of their actions and behaviour.

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Setting details

Unique reference number EY494556 Local authority Leicestershire Inspection number 10288860 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 7 Date of previous inspection 2 November 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Earl Shilton, Leicestershire. She operates all year round, Monday to Friday from 7.30am until 5.30pm, except bank holidays, family holidays and a week at Christmas. The childminder has a level 3 qualification in childcare and forest school.

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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 completed a learning walk of the childminder's provision and discussed how she organises and implements her curriculum. n The childminder took part in a joint observation with the inspector. The inspector considered the quality of education during activities and the impact this has on children's learning. n The children spoke with the inspector and invited her into their play at appropriate times throughout the inspection. The inspector observed interactions and the conversations between the childminder and children and considered the impact these have on children's learning. n The parents wrote written statements for the inspector so she could take

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Inspection activities

account of their views. n The inspector had a discussion with the childminder about her training and how she evaluates her practice. n The childminder showed the inspector her relevant documentation and evidence of the suitability of the childminder.

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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

12 July 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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