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 Requires improvement

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The provision is good

Children are happy and settled in the childminder's care. When visitors arrive she reassures the children through gentle words and cuddles, helping them to feel safe and secure. Children are familiar with the routines of the day and engage in the range of interesting activities the childminder plans for them to support their learning and development.

p.2

The provision is good

Children have fun in the setting. When playing in the water they show good hand- eye coordination as they use cups to pour water down a pipe and squeeze pipettes to make patterns on the floor. Children show good concentration as the childminder shows them how to hold a jug under the hose to fill it up. Children laugh out loud when they learn to switch the hose on by themselves and wet other children. The childminder praises them for their skill, contributing to their positive self-esteem.

p.2

The provision is good

Children behave well and listen to the childminder, who is kind and calm as she talks with them. When using a wooden hammer to break apart ice in a tray, children follow her guidance. The childminder reminds them to be 'gentle' and 'not to hurt the other children' when they smash each ice cube apart. The childminder encourages children to persevere and problem solve, which supports their independence. When young children struggle to put on their own shoes, she reminds them to keep trying. Children are praised when they successfully complete tasks, contributing to their sense of achievement.

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need to do better?

n The childminder has worked well with a local authority adviser and a mentor to help to improve and develop her practice. This has had a positive impact on the progress children make in her care. She has developed her curriculum to ensure that it is varied to support children's individual needs and abilities. She knows that some of the children in her care require further support to strengthen their hand muscles to prepare them for moving onto writing. To support this, the childminder provides children with equipment, such as pipettes to use during a planned activity to transport water from one container to another. This helps children develop their small-muscle skills. n The childminder helps children to learn how to use a range of tools, such as hammers and child-friendly knives. She reminds children how to hold the knife when taking it to the table and shows them how to cut up their fruit at snack

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need to do better?

time. Children do this well and safely. n Overall, the childminder supports children's language development well. She recognises that some children need more support than others to ensure they make the same progress as their peers. She talks to the children during their play, naming animals and repeating words that children struggle to pronounce.

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need to do better?

19 August 2024 However, at times she forgets to introduce more complex words or to use open ended questions to expand further on children's vocabulary. n The childminder works well, in partnership with parents, to establish if children in her care need any additional help and support. She then works with other professionals to help to plan and tailor the environment to help them to reach their full potential. Furthermore, she takes time to share information with all parents about the progress their children make in her care. She offers suggestions on how they can build on children's learning further at home, such as using threading or small bricks to develop their small-muscle skills. Parents' written comments are highly positive and praise the childminder for the care and support she gives to their children and the whole family. n The childminder recognises the importance of children having regular access to

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need to do better?

the outdoors to support their good health and well-being. She sets up activities in the garden to support both their large- and small-muscle skills. Children show good balancing skills as they step across the numbered stepping stones the childminder has arranged. The childminder provides cups, pipettes and spades, which children use to fill various containers in the water tray and make castles in the sand. This helps to enhance their mathematical skills. n The childminder enhances children's understanding of the world as she helps them to learn about animals and where they live. She uses well-planned adult- led activities during which children can search for animal models in ice, make animal magnets and decorate animal bags. However, sometimes activities offered are heavily adult-led, which limits children opportunities to make their own decisions or choices in how they play.

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 help children to expand their speaking skills further n give children more opportunities to independently choose how and where they want to play.

p.3

Setting details

Unique reference number EY396034 Local authority Leicestershire Inspection number 10317963 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 10 Date of previous inspection 10 October 2023

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Information about this early years setting

The childminder registered in 2009 and lives in Hinckley, Leicestershire. She operates all year round, from 7.30am to 5.30pm, Monday, Wednesday, Thursday and Friday, and from 7.30am to 6.15pm Tuesday. The childminder has a relevant early years qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector around the areas of her home used for childminding and explained her intentions for children's learning. n The inspector received written feedback from parents and took account of their views. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector carried out a joint observation of an activity with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request, including training certificates.

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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

19 August 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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