Norman, Lindsey Ann

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

Children are happy and content in the childminder's care. The childminder is reassuring and kind. Children approach her for comfort when they need a cuddle. Older children seek her out to support them if disagreements arise between their friends and themselves. The childminder gives children consistent messages about her expectations for behaviour and reminds children to be kind to their friends. She is a good role model and shows the older children how to resolve conflict between themselves.

p.2

The provision is good

The childminder provides a range of well-planned activities that she knows the children are interested in and builds on what they already know. Children confidently and independently select toys of their choice, enabling opportunities for spontaneous play. Children have plenty of opportunities to develop their physical skills, especially their fine motor skills. For instance, they thread loops onto pipe cleaners, draw with crayons and precisely place small-world figures inside vehicles and houses. Children are encouraged to develop a love of literacy; they share books with each other, the childminder and other adults. The books are easily accessed by all the children. The childminder encourages children's communication and language as she reads stories about topics they are interested in. For example, children enjoy listening to a book about birds. Children can confidently name the different birds.

p.2

need to do better?

n The childminder provides children with a variety of experiences. She often goes on walks and attends two playgroups. This provides children with opportunities to explore the local community, widen their social skills with other children and adults and help them to develop their confidence in new environments. n The childminder tailors her teaching to meet the individual needs of the children in her care. For example, she has a different learning intention for each of the children as they each thread loops onto a pipe cleaner. However, occasionally, the childminder does not always encourage the children to try things out for themselves, for example, by encouraging them to untwist pipe cleaners themselves instead of doing it for them. n The childminder supports children's early mathematics. She encourages children to practise their counting skills throughout planned activities and in spontaneous opportunities. She asks the children if they can count together from 1 to 10 and

p.2

need to do better?

counts alongside them. 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 and then together the childminder and the parents consider how to support their development. Children are making

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need to do better?

24 September 2024 progress in their learning and development. n Parents feel supported by the childminder. They say that the childminder provides children with a warm and welcoming environment. The childminder shares regular photos of the children. This helps to keep parents informed about their children's development. n The childminder supports children's developing language and communication skills. She helps children develop a wide range of vocabulary. For example, she encourages them to recall the name of a bird, and when the children cannot remember, she reminds them what it is called, and they all say it together. She repeats words clearly and gives children time to think and respond to her questions. n The childminder develops her professional knowledge to help raise the quality of teaching. For example, she has recently completed a training course to help extend her knowledge of how to support children's mathematical,

p.2

need to do better?

communication and language, and personal, social and emotional development. She has used this knowledge to support children, particularly in their personal social and emotional development. n The childminder is warm and nurturing when she responds to children's individual needs. For example, she gets down at their level, and when younger children babble at her, she holds their gaze and chatters back. This helps children to feel emotionally safe and secure in her care. n The childminder supports children to develop their self-care skills. For instance, children are asked to take their shoes off at the door and place them on a rack. Children develop good hygiene routines as they wipe their hands before lunchtime.

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 strengthen opportunities to support children to try things out for themselves to help them to learn as much as possible in their play.

p.3

Setting details

Unique reference number 2757484 Local authority Leicestershire Inspection number 10349426 Type of provision Childminder

p.4

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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Glenfield, Leicestershire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two- and three-year-old children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures 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 The 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 has been implemented and the impact that this has had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

24 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

24 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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