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 Requires improvement

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The provision is good

Children show that they feel safe and happy in the childminder's home. They spend sustained periods of time engaging with the different activities that the childminder provides. Children are motivated and show curiosity in their learning as the childminder plans activities that are based on their likes and interests. For example, children explore books about animals after they share with the childminder they have visited the zoo. Children laugh with each other as they consider whether they would like to have a giraffe or elephant as a pet. The childminder introduces new mathematical language to children as she talks about a giraffe being tall and an elephant being big.

p.2

The provision is good

Children know the routines of the day very well. They wash their hands ready for snack time and know when they hear the local church bells from the childminder's garden that it is time for lunch. The childminder supports children with their growing independence skills. She helps children to put their wellington boots on by showing children how to wriggle their feet. The childminder makes sure children have plenty of time to have a go themselves.

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need to do better?

n Since her last inspection, the childminder has engaged in support from the local authority. This has helped her to develop her understanding of building a curriculum, which builds on what children already know and can do. The childminder now has a much more secure understanding of what she wants children to learn. The curriculum is not yet refined to make sure that it is sequenced in small steps that more effectively develop children's skills and knowledge. n The childminder now has a much better understanding of how to support younger children during activities. She makes sure activities are suitable for children's age and stage of development. The childminder is on hand to support children during an activity. For example, children explore different tools when using play dough. She shows children how to use the tools and then lets them have a go themselves. The childminder praises and encourages children to keep

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need to do better?

trying when difficulties arise. n The childminder has a secure understanding of how to help develop children's communication and language skills. When children do not always pronounce words correctly, she repeats words back to them to help children understand how they should sound. The childminder introduces new vocabulary to children, such as 'squelchy' and 'squashy', when they engage in a play dough activity. n The childminder plans activities that build on the opportunities children have at home. For example, she recognises that children do not go to local community groups and socialise within a larger group of children. The childminder takes

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need to do better?

26 September 2024 children to a range of different groups within her local area. She has recently begun to visit a local church group to develop children's understanding of different cultures and beliefs. n The childminder swiftly identifies if a child is not making the progress she would expect in an area of their development. She promptly discusses this with parents and asks other agencies to provide support if needed. The childminder is flexible and supportive towards children's individual learning needs. n Parents are positive about the care the childminder provides. They say since their children have started with the childminder, their confidence and independence skills have grown. Where children attend more than one setting, the childminder speaks to parents and the other setting regularly to ensure that there is a collaborative approach to children's learning and development. n The childminder supports children to behave positively. She models to children

p.2

need to do better?

how to take turns and share. When children do this, she praises them. When children have minor disagreements, she talks to children about how their actions may make others feel. n The childminder interacts with children as they play. She asks thoughtful questions about what children are doing. However, at times, the childminder does not give children long enough to respond. This means children do not always have the opportunity to share their own ideas.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The arrangements for safeguarding are effective. There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop the curriculum to be more precise and sequenced for what children need to learn next n provide children with more time to consider their responses to questions.

p.3

Setting details

Unique reference number EY491919 Local authority Leicestershire Inspection number 10323797 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 7 Date of previous inspection 16 November 2023

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Information about this early years setting

The childminder registered in 2016. She lives in Shepshed, Leicestershire. She operates all year round, from 7.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded care and early education for children.

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Inspection activities

n The childminder showed the inspector the areas of her home she uses for childminding and how she ensures they are safe and secure. n The childminder and the inspector discussed how the childminder plans her curriculum for children and how she builds on what children already know and can do. n The children spoke with the inspector and interacted with the inspector during the inspection. n The inspector took account of the written views of parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 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

26 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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