Bott Janette Susan

This provision meets requirements

Children appear happy and settled in the childminder's home. They have easy access to the variety of resources on offer. Children enjoy construction activities. The childminder encourages children to leave out structures they start before school and want to continue building when they return later after school. Younger children listen and watch intently to older children's interactions. Older children involve younger children as they show them how to construct and use different connectors. They talk about how the different pieces fit into the ends of the straws. The childminder skilfully offers supportive encouragement. She helps to build children's confidence and resilience.

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This provision meets requirements

As the children walk home from school with the childminder, she encourages them to look for focal points. Younger children point out where they live as they walk past their houses. They point out a familiar image on a brick wall, indicating where to turn left. Children show good awareness of their local environment and are familiar with the daily journey they take.

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This provision meets requirements

Children cooperate as they play together. They show good problem-solving and teamwork skills. As they work together, they decide to create a model of a large car. Before they begin to build, they draw a detailed plan. Children confidently chat as they build, saying, 'It's too flimsy.' Other children make suggestions to remove the middle supports and change them. The childminder joins in their interactions and smiles as they make suggestions.

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need to do better?

n The childminder is guided by the children's current interests. She provides materials which enable children to build structures after learning about churches and synagogues at school. This helps children connect previous learning and play in different contexts. n The childminder provides a good range of resources for children to choose from. They use different resources to write their names and draw plans. This promotes their decision-making skills. n The childminder encourages children to negotiate 'House Rules', which they then display in the setting. She supports children to behave well and develop respect for each other. The rules give them a sense of 'ownership'. n The childminder is a positive role model. She places a strong emphasis on children using manners and developing good social skills. The childminder gently reminds children if they forget to say please and thank you. n Children's good health is supported by the childminder. They have access to

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need to do better?

fresh drinking water and are able to choose from a varied selection of fresh

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need to do better?

23 January 2024 fruits and cereal bars. This helps them understand about healthy lifestyles. n The childminder undertakes constant visual risk assessments. Children wait as a group in the school playground before safely making the journey home together. Younger children are encouraged to walk close to the childminder's side. They know to hold hands as they cross the road. Children are developing a clear understanding of road safety. n The childminder helps children learn through open, honest discussions. Children begin to recognise and respect people's differences. The childminder gently challenges inappropriate comments in an age-appropriate way. This helps children understand the diverse world they live in. n Parents state they appreciate the care the childminder provides. They appreciate the way the childminder encourages behaviour, respect and good manners. Parents say the childminder builds on what the children have been learning

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need to do better?

about at school. n The childminder develops good links with the teachers at the children's school. She shares information about children's progression and achievements. The childminder understands the importance of working in partnership. n The childminder has good relationships with parents and carers. She adapts her times of communication to meet individual parent's needs and working demands. This enables her to share information in a confidential manner. n The childminder actively seeks out new online courses to complete. She is currently extending her knowledge in the field of special educational needs and/or disabilities. This is helping her to build her awareness of children's different needs and appropriate strategies to use when caring for them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 225166 Local authority Leicestershire Inspection number 10305629 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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Total number of places

Number of children on roll 19 Date of previous inspection 28 February 2018

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Information about this early years setting

The childminder registered in 1999 and lives in Cossington, Leicestershire. The childminder operates Monday to Thursday, term time only. She offers before- and after-school care from 7.30am until 9am and 3pm until 6pm. The childminder holds an appropriate level 3 qualification.

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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 with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector observed the interactions between the childminder and the children. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their views of the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

23 January 2024 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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