Childminder in Leicestershire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children enjoy their time with the friendly childminder and her assistants, who promote a home-from-home environment for them to play in. Children make their own choices in play, and at times, also work out problems for themselves. However, the quality of education that the childminder provides is variable. Children do not consistently receive the appropriate support and experiences they need to build on what they already know and can do. Despite this, children are happy and overall have a positive attitude to their learning.

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The provision requires improvement

Children develop their imaginative skills well. They help one another to build a house made of cushions and place soft toys and characters in their 'house'. Children tell visitors that the wolf will not blow their house down. Activities provided by the childminder, such as play dough, help children to strengthen their small muscles. Children enjoy manipulating the dough in their hands. They tell visitors that their dough feels smooth and bumpy as they confidently use tools to make shapes and patterns with the dough. Children's communication and language development are supported well. The childminder provides running commentaries with the children. Children respond well to the questions they are asked and talk about what they are making. This contributes to children's growing vocabulary.

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need to do better?

n Overall, children's interests are supported well. The childminder provides activities that are easily accessible for children to play with. The childminder works well with her assistants to support children's interests. However, she does not provide enough coaching and support for her assistants to help to embed their knowledge of the curriculum, to support children's learning further. n The childminder helps children develop their large-muscle skills. She makes sure all children have the opportunity to practise their jumping and hopping skills. Children eagerly participate in these activities as they extend their own learning, for example, by initiating new actions, such as rolling on the floor and balancing on one leg. n The childminder sometimes does not purposefully plan or tailor activities and experiences for individual children. As a result, children do not learn as much as they might. Sometimes, particularly younger children, are not as engaged in play

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need to do better?

and learning as their older peers. n The childminder builds on children's self-esteem and confidence. She praises children on their achievements and gently reminds them of the house rules. Overall, children behave well, take turns and share toys. Children cooperatively help to tidy away the toys ready for mealtimes. n The childminder helps children to develop a love of books from an early age. She makes sure books are easily accessible for children to make their own choices.

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need to do better?

8 August 2024 The childminder and her assistants read and share books with children. Children snuggle up to the adults as they are asked questions about the pictures. For example, the childminder asks children to name the animals and the sounds they make. Children excitedly respond saying 'dragon', as they pretend to blow fire like the dragon in the book. n Parents and carers comment how happy and settled their children are. They praise the childminder for supporting their child's development. They comment on how their child's confidence and self-esteem has developed since attending the childminder's setting. n The childminder helps children develop their mathematical knowledge well. Children confidently count how many dinosaurs there are in a book and tell visitors about the shapes they are using to build with, such as a prism. n The childminder makes sure by the time children are of pre-school age, they are

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need to do better?

learning to recognise their name and the letters within it. She is also supporting them to begin to identify the initial sound at the beginning of their name. However, she is less focused on supporting children's emotional development to fully support their independence and readiness for school. n Younger children's routines are fully respected. For example, the childminder oversees her assistants to make sure safer sleeping practice is implemented. The assistants settle babies to sleep well. They make sure babies have their personal comforts with them and complete regular checks on the sleeping babies to make sure they are safe and comfortable.

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

Due date

provide more ongoing coaching and support for assistants to further develop their overall teaching skills to help all children build on the knowledge and skills they already have 05/09/2024

p.3

Due date

tailor and plan more precise activities and experiences to support all children's individual learning. 05/09/2024

p.3

should:

n focus more on supporting children's emotional development in readiness for their transition to school.

p.4

Setting details

Unique reference number 2687887 Local authority Leicestershire Inspection number 10361119 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 18 Number of children on roll 30 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives Stony Stanton, Leicestershire. She works with assistants and operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualified teacher status and offers funded childcare places to two-, three- and four- year-old children.

p.5

Inspection activities

n This was the first routine inspection the provider 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 joined the inspector on a learning walk and talked to the inspector about her curriculum and what she wants the children to learn. n The childminder and inspector completed an evaluation of an observation of an activity together. n The inspector observed the quality of teaching during activities and assessed the impact that this has on children's learning. n The inspector took account of the views of parents and carers spoken to on the day of the inspection. n The inspector spoke with the childminder, her assistants and the children at appropriate times throughout the inspection. n The childminder provided the inspector with 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

8 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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