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 happy and settled in the childminder's home. The close bond between the children and the childminder is evident. Children receive cuddles and comfort from the childminder when they are tired. The childminder plays alongside the children while they eagerly explore the range of well-planned activities inside and outside of the childminder's home. Children have plenty of opportunities to develop their physical skills. For instance, they climb up and slide down the slide, rock on the rocking horse and run around the garden, helping them to develop their gross motor skills. The childminder supervises them closely, reminding them to climb up the steps and slide down the slide on their bottoms or they will fall.

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The provision is good

Children are interested and motivated to engage in planned activities. For instance, they show enthusiasm and curiosity as they examine a caterpillar in a plastic container. Children are praised for their sensitivity as they touch the caterpillar. Children are supported well with their communication and language skills. For example, while looking at the caterpillar, the childminder talks to them about the caterpillar turning into a chrysalis and then into a butterfly. She reads a story about a hungry caterpillar and listens closely to the children's questions. Children make progress in their learning as they recall facts about the caterpillar turning into a butterfly.

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need to do better?

n The childminder provides children with a wide variety of experiences. Children attend various playgroups with other childminders and the library. This provides children with opportunities to socialise with other children and adults and helps them develop their confidence in new environments. n The childminder differentiates her teaching to meet the individual needs of the children in her care. For example, when transporting the caterpillar back outside, she suggests that younger children carry the large container and the older children pick the caterpillar up and place it carefully back on its leaf, understanding the physical dexterity of the individual children. n The childminder offers children nutritious snacks, meals and drinks to help promote a healthy diet. She role models how to sit at the table when eating and supports children's learning. As the childminder sits with the children, she chats

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need to do better?

about the health benefits of the fruit they are eating. She encourages children to use their manners as they ask for more. The children learn to be polite and cut up fruit for each other. n The childminder uses observations and assessments to help identify what children need to learn next. She asks parents to share what they know about their child prior to them starting at the setting. Then, together, the childminder and the parents consider how to support their children's development.

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need to do better?

29 August 2024 n Parents say that the childminder provides children with a fun learning environment. The childminder shares children's learning journeys with parents and keeps them updated via an online app. This helps to keep parents informed about their children's development. n The childminder attends regular courses and training. These include training to understand how to meet the different needs of children with autism, and children's communication and language and bereavements. The childminder explains how these courses have enabled her to adapt her practice to meet individual children's needs, for example by providing quieter spaces for children with communication and language delays. n Children are keen to explore the planned activities and resources offered to them. However, when spontaneous learning opportunities arise, the childminder does not always use these to build on children's learning. For example, when

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need to do better?

children want to build a sandcastle out of a sieve, their curiosity is not encouraged. n The childminder makes sure that children have a clear understanding of good self-care routines. She helps children to understand why it is important to wash their hands before eating and after touching creepy crawlies. n Children develop a love of books. They look at books independently and share them with the childminder and each other. The childminder reads with enthusiasm to the children. She discusses stories and uses questions to develop children's understanding and their early literacy skills. n The childminder encourages children to be independent and take appropriate risks. For instance, she supports them to cut their own fruit at snack time, wash their hands and access the potty on their own. Children learn how to stay safe and about potential risks as the childminder chats to them about their safety, reminding them to be careful when using knives. The childminder explains that

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need to do better?

she has special children's knives which will not cut them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n use spontaneous opportunities through children's play to build on their learning.

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Setting details

Unique reference number EY430682 Local authority Leicestershire Inspection number 10351699 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 8 Date of previous inspection 9 October 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Newbold Verdon, Leicestershire. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a relevant early years qualification at level 3.

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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 showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. 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

29 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

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