Newcombe Jodi 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 Good

p.1

The provision is good

Children arrive happily at the childminder's home and are excited to play with their friends. They are polite and use their manners. Children say 'thank you' when the childminder helps them and 'yes please' when she offers them a toy. Children learn to behave well. The childminder intervenes swiftly but calmly if children display signs of unwanted behaviour. She teaches children how to share and explains how to divide resources so that all children have the same amount. Children begin to understand the meaning of 'equal'. Children display resilience as they keep trying when they find something difficult. They are proud when the childminder praises them.

p.2

The provision is good

Children enjoy a range of mark-making activities. They learn to use chalks and pens to draw on an easel in the garden. Children begin to learn the names for their body parts. They recognise ears and eyes on their friends' faces. Children develop early mathematical skills as the childminder supports them to count dinosaurs. They learn to keep themselves safe as the childminder teaches them how to move safely around the garden in small toy cars. Children learn to keep their arms inside the car and be mindful of where their friends are standing. The childminder teaches children about different musical instruments and supports them to make different sounds.

p.2

need to do better?

n The childminder supports children's communication and language. For example, she teaches children new vocabulary to describe pumpkins, such as 'spiky', 'prickly' and 'smooth'. Children communicate their needs clearly, and they confidently tell the childminder what they would like to do next. The childminder teaches children a variety of nursery rhymes. Children enjoy singing with her and copying actions that she makes. n Older children learn to manage their own self-care needs, such as using the toilet and washing their hands by themselves. The childminder reminds them how to put on their waterproofs and wellies to go into the garden. However, younger children do not have as many opportunities to become independent. The childminder frequently does things for them that they could learn to do by themselves, such as taking off their coats and shoes. n The childminder supports children with their emotional literacy. She reads books

p.2

need to do better?

that help children begin to recognise different feelings and feel comfortable to talk about them. Children demonstrate their understanding as they tell the childminder about things that make them feel scared. Other children approach the childminder when they are feeling sad and explain why they are feeling this way. n Older children follow instructions and routines. They know they must wash their

p.2

need to do better?

29 October 2024 hands before eating lunch and hang their coats on their pegs when asked. However, sometimes the childminder does not help younger children to understand and prepare for changes in the routine. For example, she interrupts their play without warning to take them outside, which disrupts their engagement in learning. n The childminder supports children's physical development. She teaches children how to use tweezers to find small dinosaurs in the sand and move them to a matching coloured bowl. Younger children enjoy posting large plastic coins into a money box. The childminder teaches them how to hold the coin and twist and turn it to fit into the slot. Outdoors, children learn to climb and descend the slide safely. The childminder teaches them how to scoop and pour sand to make pretend ice creams. n Children benefit from a range of different outings. The childminder has a close network with other childminders and they regularly take their minded children to

p.2

need to do better?

woodlands and parks to do nature hunts and other activities. She also attends toddler groups with her minded children. This helps children to become ready for school as they develop the confidence they need to make new friends and interact with other adults. n Parents speak highly of the childminder. They praise the range of activities provided and say that their children are exceptionally happy to play in the childminder's home. The childminder ensures she communicates frequently with parents and shares information about their children's development and daily routine.

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 provide further opportunities for younger children to practise their independence skills n support younger children to understand and prepare for changes.

p.3

Setting details

Unique reference number 258207 Local authority Leicester Inspection number 10359799 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 8 Date of previous inspection 5 December 2018

p.4

Information about this early years setting

The childminder registered in 1995 and lives in Leicester. She operates all year round from 7.45am to 4.30pm, Monday to Friday. The childminder holds an appropriate qualification at level 3. The childminder provides funded early years education for children aged two, three and four years old.

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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

p.4

Inspection activities

29 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

29 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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