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 Not applicable

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The provision is good

The childminder is a positive role model. Children learn to follow and respect her expectations and boundaries. For example, children consistently use good manners, and they are keen to help with daily tasks. Children learn how to use a knife safely as they cut up fruit for snacks. The childminder skilfully interacts with children. She nurtures their self-esteem through the encouragement and support given during activities. As a result, children say, 'I did it', showing they are proud of their achievements. The childminder is attentive and caring. She provides comfort and cuddles whenever children need them, which promotes their emotional well-being effectively. All children make good progress, including children with special educational needs and/or disabilities (SEND).

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The provision is good

Children listen intently to the childminder as she enthusiastically reads a story about a caterpillar that is hungry. They develop their language as they join in with familiar phrases from the story. Children confidently explain that the caterpillar has made a 'cocoon'. The childminder continues this activity as children express themselves, talking about their likes and dislikes as they try various fruits from the story. Children use words such as 'sour' to describe how the fruit tastes. The childminder encourages children to develop their counting skills as they count how many pieces of fruit the caterpillar eats. Children confidently hold their fingers up to represent how many, showing their understanding of matching numbers to quantity.

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need to do better?

n The childminder creates a warm and friendly atmosphere. She plans her curriculum and the environment around children's interests and stages of development. She organises resources so that children make independent choices. Children remain deeply engaged in their chosen learning. They spend long periods immersed in water play as they pour water into buckets and concentrate on pouring from different-sized cups. n The childminder observes children carefully to assess their levels of development. She uses this information to help her to understand what children need to learn next. The childminder supports children to learn how to share and take turns. For example, she introduces props as she reads a story about a caterpillar who is hungry. Children take it in turns posting food into the pretend caterpillar's mouth as they enjoy listening to the story. n The childminder is very nurturing and helps children to feel emotionally secure.

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need to do better?

During the planned morning group time, she asks the children 'How are you feeling today?' This encourages children to express themselves. Children are happy and content as they play together. n Overall, the childminder provides stimulating activities that children are

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need to do better?

15 May 2024 interested in. Children engage well and confidently take part in all activities on offer. However, at times, the childminder does not extend activities to offer additional challenges to children to build on their learning even further. n The childminder works with other professionals and other settings the children attend to support their learning. When children need further support, she implements strategies to help them to catch up in their development, particularly children with SEND. n The childminder develops children's literacy skills and love of books well. She regularly reads to children in a cosy, calm environment. Children listen to stories with interest, asking questions and commenting on the story. n The childminder supports children to become independent. For example, they wash their hands for snack time and get new clothes from their bag to change into. Children show respect and kindness to others when waiting for their turn at

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need to do better?

the wash basin. n Overall, partnership with parents is good. Parents comment that their children are developing well and that this is down to the experiences they receive with the childminder. The childminder holds daily conversations with parents about children's learning and development. However, sometimes, she does not work in collaboration with parents to offer support and ideas on how to support children's next steps in learning at home. n The childminder supports children's mathematical development when they play. She teaches children about colour, number, size and shape. During discussions, children describe fruit as 'round'. Children persevere at making sandcastles. Through investigation, they find out wet sand works best. Children explain that their bucket is 'full', before tipping it over.

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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 provide greater challenge when planning activities for children to extend their learning and enable them to make the best possible progress n enhance the good partnerships with parents even further so that all parents are clear about how to support their child's next steps in learning at home.

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Setting details

Unique reference number 2662062 Local authority Leicestershire Inspection number 10335384 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 12 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Elmesthorpe, Leicestershire. She operates all year round from 7.30am to 5.30pm, Monday, Wednesday, Thursday and Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, 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 began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector evaluated an activity with the childminder. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' views. n The inspector observed the interactions between the childminder and children.

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Inspection activities

15 May 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

15 May 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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