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

p.1

The provision is good

Children are happy and comfortable in the childminder's home. The childminder and her assistant attend to children's needs and help them to feel safe and secure. They provide experiences to encourage children play together and share resources, which helps them to make strong friendships. For instance, children pretend to run a pizza restaurant. They sensibly negotiate each other's job roles. One child uses a notepad and pencil to take food orders from customers. Another child prepares the pizzas with the chosen toppings and then plates them up ready to serve. Children demonstrate positive attitudes to learning and readily extend their own play.

p.2

The provision is good

The childminder and her assistant provide activities to support children's physical development, while encouraging them to use their imagination. For example, children follow the actions of the childminder's assistant as he marches on the spot. He asks the children where they want to go and they choose the beach. They take big steps, pretending to board an aeroplane. The children then stretch out their arms, bend their knees and 'whoosh' around the room until it is time to descend. Once they land on the beach, the children tiptoe while they search for rock pools. They giggle as they walk sideways and pretend to pinch like crabs. These magical interactions help children to move their bodies in different ways, which supports their balance and coordination.

p.2

need to do better?

n Children behave well. They follow the clear and simple rules the childminder sets to help to provide consistent expectations. The childminder gives children gentle reminders to share and take turns. This helps children to begin to regulate their emotions and behaviours towards their friends. n The childminder and her assistant work well together and bring different qualities to the care they provide for the children. They keep their knowledge and skills up to date by undertaking relevant training and research. For instance, the childminder recently completed a course on supporting children's communication and language. She uses this new knowledge to adapt her teaching style. For example, the childminder now gives children more time to think about what is being asked of them and gives them more time to respond. n Children learn good hygiene practices, and these are embedded. For instance, when the childminder asks the children what they need to do before having a

p.2

need to do better?

snack, the children shout, 'Wash our hands.' They explain that they wash their hands to remove the germs that can make them poorly. n The childminder and her assistant plan interesting topics to support children's learning. For example, children learn about wild animals and their habitats. The childminder prompts children to think about previous learning. Children remember that lions have a mane that helps to protect their neck. This supports

p.2

need to do better?

27 March 2024 children to embed knowledge and deepen their understanding. However, the childminder provides the same activity for children of different stages of development. Therefore, children are not always appropriately challenged to suit their ability. n The childminder and her assistant use routines and activities to help children learn about keeping themselves safe. For instance, on outings, children know how to cross the road safely. The childminder also talks to children and their parents about safe use of the internet. n The childminder finds out about children's interests and previous experiences before they start at the setting. This helps her to understand what children already know and can do. However, at times, the childminder does not use information effectively. For example, when carrying out assessments, she does not always accurately reflect on children's level of development, to help her to

p.2

need to do better?

identify appropriate next steps. n Parents speak highly of the childminder and her assistant. They comment that they are like extended family and genuinely care about the well-being and development of their children. Parents say that they are kept up to date with their children's progress, and information is shared about what children need to learn next. This helps parents to support children's progress further.

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 the implementation of the curriculum to ensure that it provides children with appropriate levels of challenge to support their progress further n strengthen the use of assessment to help to understand the level of development all children are at, to then provide them with the most appropriate learning experiences.

p.3

Setting details

Unique reference number EY103750 Local authority Leicestershire Inspection number 10316771 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 20 Date of previous inspection 11 May 2018

p.4

Information about this early years setting

The childminder registered in 2002 and lives in Whetstone, Leicestershire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for the week between Christmas and New Year, bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works with an assistant.

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 setting. n The inspector had a tour of areas of the premises that are used by children. n The inspector carried out a joint observation and evaluated this with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector read written comments from parents and took account of their views. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke with the childminder and her assistant at appropriate times throughout the inspection.

p.5

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.

p.5

Inspection activities

27 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6