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 show high levels of involvement in their learning. The childminder provides a variety of age-appropriate learning opportunities throughout her home. As children independently move between activities, the childminder is quick to respond through her playful interactions. She demonstrates skills, such as how to use a shape sorter, and children learn by copying. She narrates what children are doing, which helps children's vocabulary development as they hear lots of new language. The childminder helps children to remain engaged in meaningful activity throughout their day, which supports their rapid learning and development.

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The provision is good

The childminder knows what children enjoy doing. She follows their interests to help them become excited about new learning. For example, through children's love of role play, the childminder encourages older children to make marks on paper and give their marks meaning. This is the early stages of writing. Children do this as they address envelopes in the pretend post office. They show pride in their achievements and share the letters with their friends. The childminder is teaching children about feelings and emotions. Children look at different faces and explain what they might be feeling depending on their smiles or frowns. Outside, younger children practise how to climb up and down the garden steps. They use their developing communication skills by saying, 'Help' when needed. The childminder stays close by to offer reassurance and make sure children do not fall.

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need to do better?

n The childminder has created an environment that sparks children's interest in learning. She extends children's learning when they start to show curiosity in a new topic, through which she teaches a variety of knowledge and skills. For instance, following a child's interest in eggs, the childminder has taught children about different birds, Easter and the life cycle of a chicken. Children explore the different types of toy eggs that the childminder has provided. They sort them by colour and role play serving the eggs for breakfast. n The childminder uses effective strategies to help children progress quickly in their communication and language development. She is mindful of the amount of time that children use a dummy, knowing this can muffle children's speech and prevent mouth muscles from forming correctly. The childminder skilfully repeats words that children mispronounce, so they hear the correct sounds.

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need to do better?

Children are becoming articulate and confident communicators. n The childminder helps children to feel welcome and emotionally secure in her home. Each child has a named peg with their photo displayed, so they can store their coat and bag safely. The childminder provides individual named towels, which promotes children's health and hygiene as well as their sense of belonging.

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need to do better?

19 March 2024 n Children are learning what makes them unique. The childminder makes photo albums containing images of the special people in children's lives. This helps children to recognise and celebrate their heritage. The childminder provides children with photos of what they have done with her. This prompts children to recall their prior learning and talk about their past experiences. n Overall, children behave well. The childminder has taught children to be kind to their friends and to use polite words, such as 'please' and 'thank you', during their conversations with others. However, sometimes the childminder gives instructions that children do not follow. On occasion, she does not consistently reinforce her expectations, and children continue in their activity without doing what is being asked of them. n The childminder is passionate about her professional development. She regularly completes training courses to better her practice and to learn improved ways of

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need to do better?

supporting children's development. For example, to help promote children's listening and attention skills, the childminder limits the amount of background noise from the radio and other audio devices. This helps children to hear the childminder with more clarity and limits distractions to their concentration. n The childminder is particularly knowledgeable about special educational needs and/or disabilities. She works in collaboration with specialist support services to educate herself and to make sure children receive the targeted support they need. The childminder has effective systems in place to find out about children's lives at home and their family make-up. This helps her to know if there are any inherited special needs that she needs to look out for.

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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 promote children's understanding of expectations by reinforcing instructions and offer children the support they need to follow these.

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Setting details

Unique reference number EY496189 Local authority Leicestershire Inspection number 10316783 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 3 Date of previous inspection 21 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Narborough, Leicestershire. She operates on a Tuesday and Wednesday, all year round, from 7.30am to 5.30pm.

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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 of the pandemic 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 she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector during the inspection. 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 childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on

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Inspection activities

19 March 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

19 March 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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