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 Not applicable

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The provision is good

Children have opportunities to develop their communication skills. When the childminder sings songs, she asks them to sing along with her. Children recognise some of the words and join in singing. Younger children hear repetitive words in their play, such as 'mix, mix, mix' when they use a spoon to pretend to stir in a cup. This helps younger children to link words to the actions they use.

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The provision is good

Older children are asked to work together to find pieces of puzzles, encouraging them to play cooperatively. The childminder asks children questions to support their thinking skills and to solve problems. For instance, when children try to complete puzzles, she asks them, 'Which way does it go?' Children turn the puzzle pieces around and receive praise when they successfully attach the pieces together, helping to raise their self-esteem. Children have opportunities to be physically active. They copy the childminder when she shows them how to do actions to songs. Children clap their hands, lie down and pretend to jump like rabbits. This contributes to helping develop their balance and coordination. Children are encouraged to have a positive attitude in their play. For instance, when they build and construct a tower using plastic toy bricks, and then it falls over, the childminder tells them they can build it again. This encourages children to persevere.

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need to do better?

n The childminder uses observations and assessments to help identify what children need to learn next. For some children, this includes helping to develop their concentration. For example, the childminder reads stories that children like. The childminder gives children props to use so they can follow the story. She uses different tones in her voice when she reads. This helps to capture children's attention and results in them listening well. n Before children join the childminder in group activities, she makes her expectations clear to children about how she wants them to behave. For example, she talks to children about waiting their turn to hold a net to catch butterflies during a game. Children understand what the childminder expects of them and wait patiently. When they have had their turn, they pass the net to their friend. n The childminder reflects on her practice and identifies where she can make

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need to do better?

improvements. Recent changes to the way she communicates with parents contribute to helping all parents understand how she supports their children's learning. However, the childminder does not yet support parents to build on children's learning at home. n Prior to children attending, the childminder offers them settling-in sessions. This provides opportunities for parents to leave their children for short periods. This helps children to gradually become familiar with the childminder, her co-

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need to do better?

4 October 2024 childminder and their new environment. The childminder finds out about children's interests and provides toys and resources that children like to help them settle. Children show that they feel safe and secure in her care. n Children have opportunities to complete tasks by themselves. For example, before children eat, the childminder asks them to roll up their sleeves in preparation for washing their hands. She supports younger children to do this. Older children complete this task on their own. When children have finished drying their hands on a paper towel, they put it in the bin. n The childminder supervises children when they use devices to search for information on the internet, such as to develop their knowledge of how leaves change colour with the seasons. This contributes to promoting their safety. However, the childminder does not help children learn how to identify and what to do if they encounter potential risks when they use the internet elsewhere.

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need to do better?

n The childminder takes children to visit places in the community, such as activity centres. This provides opportunities for children to play and interact with larger groups of children, helping to develop their social skills. n When children move on to school, the childminder shares information with teachers about children's abilities. This contributes to supporting consistency in their learning. The childminder talks to children about the schools they will attend and the uniform they will wear. This helps children to be emotionally ready for their move.

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 offer all parents ideas and suggestions about how they can continue to support their child's development at home n help older children to identify and understand what to do if they encounter potential risks when they use the internet.

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Setting details

Unique reference number 2756793 Local authority Leicestershire Inspection number 10349521 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 5 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives 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 children age nine months upwards. The childminder holds an appropriate level 5 qualification. She works with a co-childminder and occasionally with an assistant.

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.

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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

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

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