Childminder in Leicestershire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

The childminder and assistants know the children well and offer a variety of experiences to meet their interests. Children enjoy exploring the sand and water provided. They focus as they mix them together and learn about the properties of materials. The assistant helps children to use a hose pipe, she encourages them to keep on trying when they find it tricky. Children persevere and when they manage it, they giggle with excitement as they squirt the water. They are developing their physical strength and coordination. When they go inside children take off their coats independently and settle for a story. Children choose to build with bricks. The childminder keeps them safe while they play. For example, children remember why they need to play carefully with the bricks near the fish tank. The assistant reads enthusiastically, while children of all ages listen carefully. Children understand the sequence of the story and join in with repetitive phrases.

p.2

The provision requires improvement

Children confidently choose what to play with. However, occasionally, the childminder does not respond and interact with the child in their chosen activity. Additionally, at times, there is a lack of routine, this leads to a chaotic and disorganised environment without the childminder or an assistant available to support some of the children. This does not help children to sustain high levels of concentration and hampers their ability to make the very best rates of progress.

p.2

need to do better?

n The childminder has worked hard to address previous actions. She has completed training to improve provision for two-year-olds. Young children now have an appropriate environment to support their play and learning. The childminder has improved the curriculum for communication and language development. The childminder has strengthened the curriculum, she knows what she wants children to learn and this supports their development. n The childminder supports her assistants with their continuous professional development. This ensures they develop the skills and knowledge they need to carry out their role. The childminder has also re-organised the space available to children so that they can move around and play comfortably. n The childminder does not have an established routine. Therefore, when different children become hungry, tired, or ask to go outside and play all at the same time, she attempts to respond to each of them. The childminder and her

p.2

need to do better?

assistants cannot give all children the attention they need at these times. This has a detrimental impact on the rest of the children. For example, children's desire to learn new skills, such as fastening their coat, is curtailed by the disorganised environment. This means they cannot be supported with this. n The childminder works together with other professionals, parents, and teachers to plan a smooth transition to school for the children. She identifies when

p.2

need to do better?

29 February 2024 children have special educational needs and/or disabilities and, therefore, may need additional support. Consequently, these children receive the help that they need to make progress. n The childminder and her assistants promote communication and language development. They listen carefully and respond to what children say. They sensitively correct any mispronunciations to ensure children hear and learn the correct word. They use sign language to include all children's preferred communication style. They read expressively to children and promote a love of books. n The childminder and her assistants promote mathematics during children's play. For example, they use different sized bowls and spoons and introduce vocabulary, such as big and biggest. Children build towers and compare their height with their friend and measure who is the tallest. They make boxes for different sized teddy bears and count how many bears they can fit into the box.

p.2

need to do better?

n The childminder works closely with parents and provides them with daily information about their child's learning. Parents report positively about their children's experiences with the childminder. They also appreciate receiving information to support their children's learning. The childminder provides favourite story books for parents to read and share with children at home. n The childminder recognises the need for children to have a healthy lifestyle. Children play outdoors each day in the fresh air and have access to fresh drinking water. The childminder supports parents with healthy eating, she provides parents with ideas and appropriate health guidelines to ensure children have healthy meals.

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 strengthen interactions to ensure that all children remain fully engaged and interested in their learning and make progress n strengthen daily routines to ensure that all children get the help that they need.

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Setting details

Unique reference number EY445814 Local authority Leicestershire Inspection number 10316181 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 18 Number of children on roll 12 Date of previous inspection 26 September 2023

p.4

Information about this early years setting

The childminder registered in 2012 and is located in Narborough, Leicestershire. She works with two assistants. The childminder operates from 7.30am to 5pm, Monday to Friday, during term time, and from 7.30am to 5pm, Tuesday to Friday, during school holidays. The childminder provides funded early education for three- and four-year-old children. The childminder and an assistant hold a relevant early years qualification at level 3.

p.4

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 discussed the organisation of the early years provision, including the aims and rationale for the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and her assistants and the children. n Children spoke to the inspector about what they enjoy doing at the childminders.

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Inspection activities

29 February 2024 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

29 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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