Childminder in Leicestershire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

Children's happiness and development are at the centre of everything that the childminder does, including planning her engaging and welcoming environment. She carefully considers the activities she plans to build on all children's learning. Children learning self-care routines and toilet training become engrossed in imaginative play with their 'babies' and other resources the childminder provides. They demonstrate previous learning as they help their 'babies' go on the 'potty', imitating the childminder's reassuring language while explaining why they need to wash their hands and stating, 'Don't forget to flush.' The childminder embeds herself alongside children as they play to model language and behaviours that she wants them to practise and develop. Children become engrossed in activities, giggling and showing their excitement. They follow the childminder's lead and make thoughtful choices from different bags and pretend phones, ready to take

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The provision is outstanding

their 'babies' on a 'trip'. When children confidently share their ideas, such as needing money to buy things, the childminder extends these by explaining how to recognise the value of different coins and suggesting what they might need money for.

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The provision is outstanding

Children learn how to work with others and develop secure friendships as the childminder clearly guides them to help one another move chairs and expand their idea of a mode of transport. They listen intently and enjoy following her rules and expectations as she pretends to be the 'ticket master'. Children learn vital conversation skills from a young age. The childminder supports them to use a wide range of vocabulary to ask their friends questions and wait patiently for a response, such as asking, 'Where are you going?' and listening for the response.

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need to do better?

n The childminder gathers in-depth knowledge about the children and their families, including children who attend infrequently or do minimal hours. The childminder closely monitors their progress to identify what they need to learn next. She plans and provides purposeful, targeted support for children to address gaps in their learning, working closely alongside parents and carers to help all children make the most progress they are capable of. For example, she identifies children who need more support with transitioning between different times of the day, creating and using a visual timetable and other prompts to help them feel reassured. n The childminder plans learning opportunities that capture children's attention through all times of the day, including during daily routines. At snack time, the childminder uses a familiar story about a hungry caterpillar to extend children's knowledge and understanding of the foods they eat. She helps children to

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need to do better?

persevere and try things for themselves, including cutting a stone from a plum.

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need to do better?

15 November 2023 The childminder encourages children to be inquisitive and ask questions about the fruit, developing their understanding of texture, colour and taste. Through this, children recall previous learning, exclaiming the plum has a stone like a cherry. The childminder continually teaches children new vocabulary, such as naming and explaining what 'pith' is on an orange. n The childminder's interactions show she has a deep understanding of how children learn as she adapts her practice to support all children's speech and language. She teaches children a variety of nursery rhymes and songs and uses props to enhance children's learning. The childminder helps children to develop their hand muscles as she shows them how to use castanets and tap along in time to the rhythm. She supports children to create an imaginary 'pond' by using a parachute for ducks in a song and further helps them develop their larger arm

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need to do better?

muscles by bouncing the ducks in the 'pond reeds'. The childminder continually builds on the activity as she teaches children how to link the number of ducks they have with written numbers, which they are so enthused by they continue this learning independently. n The childminder provides children with the praise, guidance and time they need to help one another and learn a strong sense of caring for others. They repeat the manners and language they have learned, such as asking 'please may I' when they want to share a resource. The childminder asks children a wide range of questions to develop their deep thinking skills, including what a doctor might be able to do to help their 'babies'. She improves their social abilities by prompting these interactions, suggesting one child might tell their friend the baby has a fever and needs medicine that they can create. n The childminder continually evaluates what children need support with so that

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need to do better?

she can undertake relevant, high-quality training to support children's experiences. For example, she recently completed training specifically on supporting children's health and physical development. From this, she recently introduced new support for children into her practice, such as a focus on body movements and oral health. Children demonstrate what they have learned, including pretending to brush their baby's teeth and showing the childminder their 'high jumps'. n Parents share the positive impact the childminder has on their children's learning and well-being and the experiences she adds to their day, such as playdates with other childminders, to broaden their social experiences. They comment that the childminder treats children like they are her own and helps them make exceptional progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a detailed and broad knowledge of how to keep children safe. She can identify signs and symptoms that may be cause for concern and explains in great depth how and where to report this information. The childminder demonstrates her understanding of her responsibilities, including checking the environment to ensure that it is a safe place for children to play. She refreshes her

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Safeguarding

15 November 2023 safeguarding training regularly to ensure that she has up-to-date knowledge and understanding, including concerns in the local area. The childminder checks the suitability of everyone who lives at the premises and has a robust visitor procedure in place.

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Setting details

Unique reference number EY491537 Local authority Leicestershire Inspection number 10289204 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 15 November 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Newbold Verdon, Leicester. She operates all year round, from 7am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate 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 The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector conducted a learning walk together, discussing the learning intention for children and how the environment is arranged. n The childminder and the inspector observed and evaluated an activity together. n The inspector observed the interactions between the childminder and the children. n The inspector held discussions with the childminder regularly during the inspection. n Parents' and carers' views were taken into consideration. n The inspector reviewed a sample of documents, including the paediatric first-aid certificate, suitability checks and safeguarding policies and procedures.

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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

15 November 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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