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 appear happy in this home-from-home setting. They benefit from a warm, nurturing and child-focused environment that has been carefully thought out to give them the best possible care and learning experiences. Children enjoy a familiar structure and routine that helps them feel safe. They have strong bonds with the patient, caring childminder. The childminder encourages children to have a positive attitude to their learning. Children persevere when building 'vacuum cleaners' and 'cars' from construction materials. They develop their small-muscle skills as the childminder supports them to push bolts through holes and use their fingers to twist nuts to secure them. Children show good levels of concentration as they persist in completing the task.

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The provision is good

Children learn to behave well. The childminder encourages children to cooperate during their play and helps them learn the concept of sharing and turn-taking. She provides gentle reminders if necessary. These reminders help the children to understand what type of behaviour the childminder expects of them. Children enjoy positive interactions with the childminder. She talks to children as they play, models correct language and introduces new vocabulary. For instance, children begin to learn and use new words such as twist, screw and secure as they connect construction pieces.

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need to do better?

n The childminder carries out regular assessments of children's learning and development. These assessments ensure that the childminder identifies any additional professional support the children require and can swiftly request this support. The childminder makes referrals to speech and language therapists and uses the information they provide to plan support for children. n Children learn to concentrate well, particularly given their age and stage of development. For example, three-year-old children demonstrate high levels of concentration as they explore play dough. They focus well as the childminder supports them in using rolling pins and shape cutters. Children develop hand-eye coordination when manipulating the dough to roll it into balls and flatten it. n The childminder provides an environment that is rich in language. She plans daily singing and rhyme sessions, using props and other resources to support

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need to do better?

children's understanding and to encourage participation. The children enthusiastically join in with the actions. Throughout the activities, children are encouraged to engage in conversations where they share their ideas and findings. They rapidly learn and use new vocabulary in their play. n The childminder focuses her curriculum on supporting children to develop communication and language and physical skills. She plans a range of sequenced activities and topics around the interests of children and their

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need to do better?

28 February 2024 favourite storybooks. These activities support their learning and help them secure new skills. However, the childminder does not consistently use her knowledge of each child's development to help shape activities and to focus these on what individual children need to learn next. n Children enthusiastically join in with the wide range of activities that are on offer. They become immersed in their learning as the childminder knows what captures their curiosity. For example, children enjoy opening parcels that are filled with toy animals and lifting story flaps as they complete puzzles that are linked to one of their favourite storybooks about a zoo. n The childminder is kind and attentive. She is vigilant in noticing when children feel tired or hungry and responds sensitively to their needs. Children receive reassurance throughout the day, which promotes their emotional well-being effectively. Children confidently follow daily routines and benefit from the praise

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need to do better?

and constant positive attention the childminder provides. The childminder promotes children's self-esteem and supports them to become confident learners. n Parents are complimentary about the care that the childminder gives to their children. The childminder shares information with parents about their child's learning and daily experiences at collection times. She discusses children's next steps so that parents can continue children's learning at home. Parents appreciate the childminder's enthusiasm and commitment to planning stimulating activities for their children to enjoy. n The childminder is keen to keep her knowledge and skills up to date. She carries out a range of research and training, specifically focused on developing children's learning further. For example, the childminder investigated ways to support the communication and language of two-year-old children. She displays books, so the children can access them and uses pictures and posters to depict

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need to do better?

illustrations. This helps children to develop a love of books and to increase their vocabulary.

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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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should:

n focus more precisely on the knowledge and skills individual children need to learn next to help them make the best possible progress.

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Setting details

Unique reference number EY494033 Local authority Leicestershire Inspection number 10312234 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 14 Date of previous inspection 24 April 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Wigston, Leicestershire. She operates all year round, from 7.30am to 5.30pm on Mondays and Tuesdays, and from 7.30am to 5pm on Wednesdays and Thursdays, and from 7.30am to 4pm on Fridays, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. Inspectors discussed the impact of the pandemic with the childminder and have taken that into account in their evaluation of the childminder. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector looked at a sample of the childminder's documents. This included pertinent policies and evidence of the suitability of all those living on the premises. n The inspector spoke with the children at appropriate times throughout the inspection. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector took account of the written feedback from parents.

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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

28 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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