Chapman, Jo

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 confidently lead their learning and choose what to play with in this warm and friendly setting. The childminder is attentive towards children and responds when children show signs of needing support, such as when they are tired or hungry. This prompt support helps children to feel safe and secure. Children learn to concentrate well, particularly given their age and stage of development. For example, children demonstrate high levels of concentration as they explore water play. They focus well as the childminder supports them in accessing the outdoor tap and filling squeezy bottles. Children develop hand-eye coordination as they aim the nozzle carefully and squeeze water into tiny cups and spoons.

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The provision is good

Children learn to behave well. The childminder encourages children to cooperate during their play and helps them to learn the concept of sharing and taking turns. She provides gentle reminders if necessary. These reminders help the children to understand what type of behaviour the childminder expects of them. Children learn to be kind and respectful as they enjoy positive interactions with the childminder. They enthusiastically invite the childminder and visitors to join their activities, and respond well to sensitive guidance.

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need to do better?

n The childminder provides a wide range of activities indoors and outside that build on children's interests and cover all areas of learning. Children learn to play alongside one another as they practise their mark-making skills on the easel outside using chalk. They master new skills as they manipulate chalks. The childminder demonstrates using a wet cloth to erase the drawings, which children copy. n Well-embedded routines support children to understand what is happening throughout the day, and independence is promoted consistently by the childminder. For example, children collect their coats and put them on in readiness for outdoor play. They follow reminders to wash their hands before snack time and choose where they want to sit. n The experienced childminder gathers information from parents when children start attending. She knows what children can do, their likes and dislikes and their routines. The childminder works closely with parents to share advice and

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need to do better?

support aspects of children's general development, such as toilet training. However, the childminder shares less information with parents about what she intends for children to learn next and how parents can support this at home. n Overall, the childminder promotes children's communication and language well. She provides an ongoing commentary for their play and engages older children in age-appropriate conversations. Children enjoy singing and sharing stories. However, support for children to build on the range of words they know and

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need to do better?

16 September 2024 practise is less well established. n The childminder helps children to understand about being healthy. For example, she encourages parents to provide healthy choices for snacks and meals, and talks to children about healthy foods. Drinks are easily accessible for children. The childminder ensures that mealtimes are positive, calm and sociable occasions. n The childminder promotes children's creativity. Children develop their imaginations and exploration skills as they investigate different resources in the 'creation station' outside. Younger children develop small-muscle skills as they learn how to manipulate tongs to pick up and transport shells. Older children pretend to make cups of tea using pots, cups and spoons. n The childminder has high expectations of behaviour. Children learn to listen to the childminder, and happily follow her instructions. For example, as children sit on the floor, they learn to take turns pushing and rolling cars to one another.

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need to do better?

They anticipate the childminder's instructions as they listen for 'ready, steady go' before letting their wind-up cars go. They squeal with delight as they watch them scoot across the floor to where their friend is waiting. n The childminder reflects on practice and evaluates the setting. For example, the childminder is currently completing a 'reflecting-on childminding practice' training course. The childminder is a member of a childminding group where she chats about improvements and shares good practice ideas.

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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 improve strategies for sharing information with parents, so parents are clear on their children's specific next steps and how they can further support this learning at home n strengthen support for children to build on the range of words they know and practise to further their language skills.

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Setting details

Unique reference number EY364391 Local authority Leicester Inspection number 10351840 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 23 October 2018

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Information about this early years setting

The childminder registered in 2008 and lives in the Anstey Heights area of Leicester. She operates her childminding provision from 8am until 5.30pm, Monday to Friday, all year round, except for bank holidays and family holidays. The childminder holds a relevant qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder provided the inspector with a sample of key documentation on request. n Although there were no children in the early years age range present at the time of this inspection, the inspector observed interactions between the childminder and children who were over the age of five years. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector took account of the written feedback from parents.

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Inspection activities

16 September 2024 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

16 September 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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