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

The childminder and her assistant know children extremely well. They thoughtfully plan and provide a very wide range of interesting and engaging activities for children in a calm and well-organised environment. Children are closely supervised at all times. As a result, they are able to explore freely and they play happily and with purpose. They make their own choices about what to play with. The childminder and her assistant join in their play and use this opportunity effectively to support children in making good progress in all areas of their learning and development. For example, children choose to play with a variety of toy animals. They talk enthusiastically about which animals are their favourites. The childminder talks to them about where animals live. Together, they find the right house for the horse to live in. They look at which are the longest and shortest animals and count the tentacles of an octopus. They have great fun.

p.2

The provision is good

Children are confident in the setting. They settle very quickly in the childminder's care and know the routines of the day. Children are supported to build good friendships, and they play cooperatively together. They patiently take turns in putting puzzle pieces down. Children take part in a wide range of trips locally. As a result, they learn they are a part of the wider community where they live.

p.2

The provision is good

Children enjoy meals with their friends and with the childminder and her assistant. Mealtimes are lively, sociable occasions with lots of conversation. Children eat a wide variety of healthy food. They have a go at using chopsticks to eat noodles and quickly become competent in doing so.

p.2

need to do better?

n The childminder and her assistant work closely together. They discuss and share tasks and move between rooms, activities and children to ensure that children's care and learning needs are met fully at all times. The childminder is well qualified and has a very strong knowledge and understanding of how children learn. She and her assistant have high expectations of what they want children to know and be able to do and this underpins everything adults do in the setting. n Children's personal, social and emotional development is at the centre of the childminder's practice. Children's home lives are valued and the things they do with their families are discussed with interest. The childminder uses opportunities that arise in play to help children to start to learn how to keep themselves safe and to provide the day-to-day knowledge they will need in the next stage of their learning and in life. They are encouraged to keep trying when

p.2

need to do better?

they find something daunting or difficult. As a result, children increase their confidence in managing activities they find challenging. Children's everyday

p.2

need to do better?

16 April 2024 successes are celebrated. n The childminder builds effective relationships with the local schools that children will attend. She invites school staff in to see children in her home before they start at school. She shares information appropriately to ensure that children make a smooth transition to school and that their individual needs can be met. n Children behave very well. They listen to adults, follow instructions and take heed of reminders to take turns and share. The childminder and her assistant talk to children about how their behaviour may impact on others. Children are learning to become thoughtful and kind friends. n Children are exposed to a wide range of language. The childminder introduces new words and explains their meaning in a way that children can understand. For example, when sunlight reflects off the sequins on a child's clothing, the childminder talks about the sequins being reflective and shows children what this

p.2

need to do better?

means. Children who speak English as an additional language make good progress. The childminder and her assistant speak clearly and use simple language. They allow time for children to think and to understand what has been said to them. Very occasionally, background noise impacts negatively on children's learning of language. n Parents say that the childminder treats their child with respect. They say that she shares information with them about what their child has been doing that day and how they can continue to support their children's learning at home. Parents comment that the childminder is nurturing and supportive and has helped instil their child with curiosity about the world.

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 consider background noise and take steps to reduce any impact this may have on children's ability to learn, particularly with regard to communication and language.

p.3

Setting details

Unique reference number EY500353 Local authority Leicestershire Inspection number 10337221 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 18 Number of children on roll 10 Date of previous inspection 20 August 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Coalville, Leicestershire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder regularly works with an assistant. The childminder has an appropriate level 5 qualification. She offers places to children in receipt of early education funding.

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 childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and her assistant and the children. n Children spoke to the inspector during the inspection. n The childminder provided the inspector with a sample of key documentation on request. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable

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

16 April 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