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 have opportunities to learn about insects. For example, when they use play dough to make pretend inspects, the childminder shows children images of different insects. She names them, such as butterflies, caterpillars and beetles. Children are introduced to new words, such as 'antenna', when they look at the different parts of butterflies. This helps to build on their developing vocabulary. Younger children develop the muscles in their hands as they manipulate dough. They copy the childminder when she shows them how to roll it between their hands to make a ball. When older children manipulate the dough, the childminder suggests they cut the dough in half, introducing them to mathematical language.

p.2

The provision is good

Children receive praise from the childminder when they complete puzzles, helping to raise their self-esteem. They are supported to complete puzzles with their peers, encouraging them to solve problems and negotiate which way to turn the puzzle pieces around. Children are supervised by the childminder when they use knives safely to cut up fruit, promoting their safety. Children cut oranges and lemons and learn how to squeeze the juice out of the fruit. This contributes to children's developing hand-to-eye coordination.

p.2

need to do better?

n Children are supported to develop a love of books and to follow a story. For example, the childminder points to images on the pages when she reads, helping younger children to follow. She asks them to find different images on the pages, such as an owl in a tree. This helps to maintain children's focus and attention. n The childminder helps children to learn about different forms of transport. For example, she takes them on bus rides into the nearest town to visit shops and places of interest. The childminder takes children to the library to choose books and to the park for physical exercise. This helps to broaden children's experiences of being in the local area. n Children learn about how they can keep themselves safe. For instance, when they walk with the childminder in the street, she asks them to hold her hands and to look and listen for traffic before identifying when it is safe to cross the road. The childminder practises fire evacuation drills with the children, showing

p.2

need to do better?

them a diagram to follow that explains how they can exit the house safely in the event of a fire. n When children first start attending, the childminder spends time with parents, gathering information from them about their children's interests and prior learning. She uses this information, along with her own observations and assessments, to help identify what children need to learn next and how she can support them to progress in their development.

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need to do better?

19 February 2024 n The childminder encourages children to follow rules and boundaries in her home. This includes reminding children to walk indoors instead of running. This helps children to understand behavioural expectations and to promote their safety. n Children are keen to join in activities the childminder plans for them. However, during planned activities, she does not make the best use of opportunities to promote children's next steps in learning to help children to build further on their learning. n The childminder helps children to learn how nutritious food grows. For example, children help her to plant seeds in the garden to grow cucumbers, runner beans and strawberries. Children water and pick the produce when ripe. n The childminder gathers feedback from parents and her co-childminder to help reflect on her practice. Her recent changes include moving a play kitchen outdoors. This is to provide children with opportunities to use natural resources

p.2

need to do better?

to support their imaginative role-play experiences. n The childminder supports children to follow routines in her home. This contributes to them feeling secure in her care. However, the childminder does not support younger children to help build on their social skills and confidence in interacting with others. For example, she does not interact with children when she changes their nappies.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n plan adult-led activities more effectively to make the best use of opportunities to promote children's next steps in learning n develop interactions to help provide further opportunities for younger children to build on their social skills and confidence in interacting with others.

p.3

Setting details

Unique reference number 225189 Local authority Leicestershire Inspection number 10312262 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection 25 April 2018

p.4

Information about this early years setting

The childminder registered in 1992 and lives in East Goscote, Leicestershire. She operates all year round, except for bank holidays and family holidays. Sessions during term time are from 8am until 4.45pm on Mondays and Wednesdays and from 8am until 9am and from 3pm until 4.45pm on Tuesdays. In school holidays, sessions are on Tuesdays only, from 8am until 4.45pm. The childminder works with a co-childminder.

p.4

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 completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and her co-childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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

19 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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