Leggatt, Sarah Jane

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 are happy and settled in the care of the calm and nurturing childminder. They have access to a rich variety of resources to support their independent learning and are confident to access the toys they want to play with. Children snuggle up to the childminder for cuddles and to read books together, showing they feel safe and secure in her care. The childminder knows the children well and uses her knowledge of how children develop to monitor and assess what they can do. The childminder carefully considers children's next steps in their learning when planning the curriculum. She provides activities that interest the children, meaning they are highly engaged.

p.2

The provision is good

Children relish their time outdoors. For example, after reading a story about a hungry caterpillar, they discover caterpillars, cocoons and butterflies which the childminder has hidden around the garden. The childminder helps children to develop early counting by asking them how many they found. The childminder builds on children's language skills by introducing new vocabulary such as 'whisk' and 'swirl'. Children copy these new words and use them in their play as they make ice cream for the hungry caterpillar. Children use a variety of mark-making tools such as paintbrushes and chalks to design their own giant butterfly. This supports children's physical development and early writing skills.

p.2

need to do better?

n The childminder supports children's communication and language well. They sing songs and engage in two-way conversations. Children excitedly reach for books, and eagerly listen to familiar stories as the childminder reads with enthusiasm. She gives children time to finish sentences in stories and asks them questions about what is happening. This contributes to helping children to develop their thinking skills. n The childminder teaches children about the life cycle of a butterfly, and they observe caterpillars changing. Children use books and resources to complement this experience to help them understand the sequencing of the different life stages. The childminder promotes good listening skills as she asks children to stand still like a cocoon, wriggle like a caterpillar and fly like a butterfly, allowing children to develop their large physical movements. n Children with special educational needs and/or disabilities (SEND) are supported

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need to do better?

well. The childminder makes referrals to other agencies to gain advice and guidance. She works well with other professionals and makes adaptations to the curriculum to meet children's individual needs. All children, including those with SEND, make good progress from their starting points. n The childminder encourages children to be independent. The childminder supports younger children to wipe their noses, and older children are able to put

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need to do better?

25 June 2024 on their own shoes. Children use a knife and fork to cut up their own fruit at snack time. The childminder praises children, which contributes to their sense of achievement. n Children follow daily routines such as washing their hands before mealtimes. However, the childminder does not always help children to gain a greater awareness of why we do things to support their good health, for example why we wash our hands or use sun cream. n The childminder places a strong focus on giving children rich first-hand experiences. For example, they regularly attend a local playgroup and a childminding network group, along with trips to the library, zoo and space centre. This helps to build on children's experiences and develops their social skills. n Parent partnership is strong. The childminder gathers valuable information about children before they start, such as their family background, likes and routine.

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need to do better?

The childminder uses this information to build strong relationships with children and their families. The childminder provides parents with regular updates about their child's development. Parents comment that the childminder has enabled their children to be confident and independent. n The childminder has high expectations for children's behaviour. Children behave well because they know what is expected of them. The childminder models how to behave, which helps children learn how to interact with others. Children are kind and share with each other during their play. For example, children work together to park the toy car in the garage and share the toy handcuffs as they pretend to be police officers.

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 make the most of daily routines to prompt discussion with children to support their understanding of healthy lifestyles.

p.3

Setting details

Unique reference number EY461121 Local authority Leicestershire Inspection number 10337170 Type of provision Childminder

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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 5 Date of previous inspection 6 July 2018

p.4

Information about this early years setting

The childminder registered in 2013. She lives in Elmesthorpe, Leicestershire. She operates all year round from 7.30am to 6pm, Monday to Friday, except during bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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 observed the interactions between the childminder and the children. n The childminder provided written views from parents of the setting to the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

25 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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