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 Good

p.1

The provision is good

Children show that they enjoy spending time in the childminder's garden. Younger children are supported by the childminder to sit at the top of slides. She offers them a hand to hold as they slide down, promoting their safety. Older children confidently do this on their own, saying 'fast' when they get to the bottom. Children have further opportunities to learn how they can keep themselves safe. For example, the childminder talks to them about road safety and stranger danger and explains to older children they must ask the owners of dogs if it is safe to stroke their dog before doing so.

p.2

The provision is good

Children are encouraged to complete tasks by themselves. This includes asking them to wipe their noses, select their drinks and to begin to put on their shoes in preparation for playing outdoors. The childminder thanks older children when they help younger children to open straps on their shoes, praising their kindness. Children have opportunities to develop their hand-eye coordination. They use the muscles in their hands to scoop and pour cereal into containers. When children do this, the childminder praises them for sharing the resources. She encourages children to play cooperatively together. Children develop an early understanding of mathematical concepts. They hear the childminder talking about containers being half full and counting the number of spoonfuls of cereal children add to a container, modelling early counting skills.

p.2

need to do better?

n Prior to children starting, the childminder visits children in their home. This helps children to become familiar with her in an environment where they feel comfortable. This contributes to promoting children's emotional well-being. n The childminder gathers information from parents about children's likes and prior learning when they first start. She uses this, along with her observations and assessments of children, to plan for their learning. This includes providing planned activities to encourage their concentration. n Parents comment positively about the childminder. They say that she is friendly and warm, which makes them and their children feel at home in her house. The childminder keeps parents updated about their children's development. She supports them to continue their children's learning at home. For example, she asks them to help develop children's speaking skills and to be independent.

p.2

need to do better?

n The childminder reflects on the experiences she offers children. She speaks with other childminders to gather new ideas for how to promote children's learning. This includes introducing opportunities for children to learn about space. Younger children learn new words, such as 'space', 'astronaut' and 'rocket', to help build on their vocabulary. Older children develop their knowledge of how to recognise earth and to explore what suits astronauts wear.

p.2

need to do better?

16 October 2024 n Children show positive relationships with the childminder. Personal care routines help children to form close bonds with the childminder. For instance, when she changes their nappies, the childminder talks to children. She asks them to name parts of their bodies. Children thank the childminder for changing them. n The childminder extends her professional development. Recent training helps her to develop her understanding of how to support children's speaking skills. For example, she understands to talk to children about what they are doing when she plays alongside them, introducing them to new words. Younger children begin to copy words she uses, such as to name colours they use in a painting activity. n The childminder gives children gentle reminders about her expectations for their behaviour in her home. For instance, she reminds them to use their 'walking legs' when they begin to run indoors. However, sometimes, the childminder does

p.2

need to do better?

not support children to follow instructions. For example, when she plays alongside them and gives them instructions, she does not give children time to follow her instructions before talking to them about something else. n Children are keen to play alongside the childminder. They take an interest in the toys and resources offered. However, sometimes, when they follow their interests, the childminder does not use these opportunities to build on what they already know and can do. One example of this is when younger children show an interest in using a pretend phone to talk to their mummy. The childminder does not support children to continue these pretend discussions to support their early speaking skills.

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 children more consistently to follow instructions n use children's interests to help build on their learning.

p.3

Setting details

Unique reference number EY536178 Local authority Leicestershire Inspection number 10351860 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 6 Date of previous inspection 25 October 2018

p.4

Information about this early years setting

The childminder registered in 2016 and lives in Glen Parva, Leicestershire. She operates all year round from 7.30am until 5pm, Monday to Thursday during term time and Tuesday, Wednesday and Thursday during the school holidays, except for bank holidays and family holidays. She provides funded early education for children aged from nine months upwards. 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, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the 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

16 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.

p.4

Inspection activities

16 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6