Brock, Lisa

Overall effectiveness Good

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

p.1

The provision is good

Older children are given tasks to complete. This includes the childminder asking them to hand out drinks at snack time. They do this willingly and show that they like having this responsibility. Children are keen to join craft activities the childminder plans for them, carrying chairs safely so they can sit around a table with their peers. Children are given choices about resources they want to use as they glue and stick pom-poms and sequins to paper. Children develop the muscles in their hands when they use tools. Younger children receive hand-over-hand support from the childminder to use a brush to apply glue to paper. Older children manage this task on their own. Children use their imagination to create artwork. When children have finished, they proudly show the childminder what they have made. They receive praise and a 'high five' from her to reward their achievements, helping to raise their self-esteem.

p.2

The provision is good

The additional funding that some children receive is spent effectively to enable children to follow their interests to support their learning. This has included purchasing a balance bike to encourage children's balance and coordination. Children are supported to remember past and present events. For instance, the childminder asks them to remember characters in favourite stories, such as the colour of a 'witch's hat'. She talks to them about new siblings they will soon have in their home. This encourages children to think and talk about what they know.

p.2

need to do better?

n The childminder uses children's emerging interests to support their learning. For example, when children see a beetle, the childminder talks to them about its colour and the number of legs it has. Children are inquisitive to learn and watch the beetle closely as it moves across the floor. n Through observations and assessments, the childminder identifies what children need to learn next. This includes supporting them to understand language to describe size and to make predictions about what will happen next. For example, when children use plastic toy bricks to build a tower, she asks them if they can build it taller than her. Children make predictions about whether the tower will stay up if she removes her hands from holding it. Children say, 'I think so.' However, when it falls to the ground, they squeal with excitement. n The childminder promotes positive behaviour well. For example, when she asks

p.2

need to do better?

children to share toys, she models how to do this first and thanks them when they share. The childminder gives children gentle reminders to use good manners. Children respond well to this and say 'please' when they ask for craft resources for their artwork. n The childminder works in partnership with parents to support children's development. She offers parents suggestions about how they can continue their

p.2

need to do better?

4 October 2024 children's learning at home. This includes supporting children's speech and developing their imagination through play. This helps to provide consistency with helping children to progress in their learning. n Children show an understanding of how electronic devices work. For example, when they hold a toy phone, they ask the childminder if they can take a photo of a spider they find on the floor. However, the childminder does not support children to understand how they can keep themselves safe when they use digital technology to access the internet at home. n The childminder and her co-childminder offer children a variety of healthy snacks and meals. This contributes to promoting a healthy diet. The childminder encourages children to try foods to expand their diet and food preferences. Children put a piece of apple in their mouth to taste it, showing a willingness to try different fruit. n The childminder extends her professional development. She completes training

p.2

need to do better?

courses to help develop her knowledge of how to support children to learn about their feelings and emotions. However, she does not fully implement strategies to support children with this aspect of learning. For example, she has images of facial expressions to help children understand how they are feeling but does not use these consistently when children show their emotions.

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 support older children to understand how they can keep themselves safe when they use digital technology to access the internet at home n implement knowledge from training more effectively to help children build on their understanding of feelings and emotions.

p.3

Setting details

Unique reference number 2756058 Local authority Leicestershire Inspection number 10349520 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She operates from the home of her co- childminder in Ravenstone, Leicestershire. She operates all year round from 7.30am to 5pm, 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 3 qualification.

p.4

Inspection activities

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 and childminder carried out a joint evaluation of an activity. n The inspector held discussions with the childminder and her co-childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

4 October 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

4 October 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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