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

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The provision is good

Children are encouraged by the childminder to play cooperatively. For example, when they play with a toy train set, she asks them to work together to make a train track. Children are encouraged to solve problems, being asked how they can fix the pieces together. When children achieve this, the childminder claps her hands to praise their achievements, helping to raise their self-esteem. Children are supported to learn how they can keep themselves safe. For instance, the childminder talks to children about which plants are safe to touch when she takes them to visit local green spaces.

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The provision is good

Children are supported to develop their speaking skills. For instance, they learn the correct names for objects they play with. If children say words incorrectly, the childminder repeats the word, helping them to hear the correct pronunciation. During personal care routines, such as nappy changes, younger children benefit from positive one-to-one interactions with the childminder. This helps children to form close bonds with her, supporting their emotional well-being. Children show excitement when the childminder plays music and images on the television. This is to provide opportunities for children to listen and join in moving their bodies to the music, developing their coordination and rhythm. Children stamp their feet, move their arms and pretend to move like a penguin.

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need to do better?

n The childminder attends seminars to help build on her knowledge of how to support children's development. This helps to build her confidence to provide children with a range of experiences. For example, she takes them for rides on buses to learn about different forms of transport. n The childminder gathers information from parents about children's abilities when they first start. She uses this, along with her own observations and assessments of children, to identify what they need to learn next. She places a strong focus on providing plenty of opportunities for children to be outdoors. This includes helping them to learn about attractions in the local community. For example, she takes them to parks for physical exercise and green spaces to learn about insects. n The childminder helps children to be emotionally ready for their move on to school. For instance, she takes children with her when she takes older children

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need to do better?

to school. This helps them to become familiar with the environment and routine of a school day. The childminder shares information with teachers about children's development and key aspects of their personality. This helps teachers to find out about children's abilities when they first start, promoting consistency. n The childminder asks children to take responsibility for completing tasks. For example, when her food shopping arrives, children help her to carry the food

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need to do better?

4 July 2024 through her house. The childminder offers children a range of nutritious snacks and meals to promote a healthy diet. However, she does not fully support children to understand the benefits of healthy foods on their bodies. n The childminder supports children's listening skills. For instance, when she gives them instructions to find a toy polar bear to match a picture of one in a book, children complete this task. The childminder praises their achievements, giving them a 'high five'. The childminder encourages children to take it in turns to find different animals, encouraging them to share. n Children are keen to join in activities with the childminder. However, occasionally during these activities, the childminder does not support children to build on their understanding. For example, when she asks them questions and children do not know the answer, she does not clarify the answer to help build on their

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need to do better?

knowledge. n The childminder keeps parents informed about their children's day. For instance, she shares photos with them of activities children enjoy. The childminder helps parents to continue children's development at home. For instance, she offers parents advice when they feel their children are ready to start using the toilet. n Parents say that they like the home-from-home environment and variety of activities the childminder offers their children. They comment how their children and themselves are always made to feel welcome.

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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 support children to understand the benefits of healthy foods on their bodies n develop questioning techniques to help children to build on their existing knowledge.

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Setting details

Unique reference number EY273972 Local authority Leicestershire Inspection number 10337220 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 11 Date of previous inspection 20 August 2018

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Information about this early years setting

The childminder registered in 2003 and lives in South Wigston, Leicestershire. She operates all year round from 7am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 5 qualification.

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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 childminder. n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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

4 July 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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