Childminder in Leicester

Overall effectiveness Good

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

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The provision is good

Children show that they have built a trusting relationship with the childminder. They appear reassured by her warm, gentle and responsive approach. For instance, at the park, children take the childminder's hand as they develop their balancing skills to safely cross a wobbly bridge. The childminder supports children to develop more complex physical skills, such as how to independently move a swing. She gives children clear instruction to pull and push their legs back and forth. As children start to move, the childminder congratulates their achievement with lots of praise. This encourages children to keep on trying as their confidence and self- belief build.

p.2

The provision is good

Children enjoy closeness with the childminder as they sit and listen to her read their chosen storybooks. The childminder uses different tones when she reads to build anticipation and present the story in an exciting way. This captivates children's interest. Through this activity, the childminder supports children's emotional development as well as developing their early love for books.

p.2

The provision is good

Children benefit from eating a healthy snack of fresh fruit. They practise peeling their orange independently, which develops their finger dexterity. The childminder teaches children that sports people eat oranges to refresh themselves and keep energised. Children are learning lots of information that they will use to understand the world around them as they grow older.

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need to do better?

n The childminder has sustained the improvements made since her last inspection. She continues to refresh her knowledge and understanding of safeguarding and knows the procedures to follow should she have concerns about a child's safety or welfare. The childminder is now consistently meeting the requirements as set out in the 'Statutory framework for the early years foundation stage'. n The childminder works closely with parents to promote children's learning and development. She finds out important information when children first start and uses this to provide care that meets their individual needs. The childminder communicates effectively with parents to find out what children do at home. This helps her assess children's progress. She shares ideas with parents so that they can be involved in supporting their children's learning and development. n The childminder plans activities so that children can build on what they know

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need to do better?

and can already do. For example, to help children develop their pincer grip, the childminder provides large tweezers and challenges children to pick up small plastic figures. This supports children to develop the movements and muscles that they will need to hold a pencil ready for writing. n The childminder provides many opportunities for children to develop skills which

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need to do better?

24 June 2024 support their growing independence. For example, she shows children how to apply their own sun cream and encourages them to put on their own shoes as they get ready to play outdoors. The childminder explains that this learning forms part of the curriculum for children who are getting ready to start school. n The childminder knows what interests children have. She provides activities that she knows children will enjoy participating in. The childminder is attentive while playing alongside children and offers them lots of praise and encouragement. Because of this, children are motivated and show good levels of involvement and engagement in their learning. n The childminder uses some effective techniques to support children's communication and language development, but this is not consistent for all children. Some children struggle to communicate their needs easily, such as when they need the toilet. The childminder knows of some beneficial strategies

p.2

need to do better?

that help, for instance providing picture cards which children use to aid their communication, but she does not always make these available. n The childminder recognises that her own professional development and learning are important in maintaining quality provision. Through self-evaluation, she has identified some aspects of her practice that she would like to develop further. However, the childminder does not have a clear plan of how she will approach this. This means that there is a risk that the quality of learning and development experiences for children might dip over time.

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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 use methods of promoting children's communication development more consistently to help children express their needs more easily n establish and follow a clear plan for continued professional development so that the quality of the provision is maintained.

p.3

Setting details

Unique reference number EY385263 Local authority Leicester Inspection number 10354580 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 9 Date of previous inspection 12 December 2023

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Information about this early years setting

The childminder registered in 2009 and lives in Leicester. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. 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 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 carried out a joint observation of an outing to the park and discussed this with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 June 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

24 June 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

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