Teresa Ann Newitt

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 are encouraged to persevere with tasks. For instance, when they struggle to fit two toy vehicles together, children ask the childminder to do this for them. The childminder encourages children to keep trying, explaining that they need to push the vehicles together to make them fit. This supports children to solve problems on their own. Children engage in experiences to develop their physical skills. For example, the childminder asks children to use pegs. Children use their fingers to make the pegs open and close, developing the muscles in their hands in preparation for early writing. When younger children do actions to songs, the childminder holds their hands when they begin to jump. This helps to support their balance and coordination.

p.2

The provision is good

When children engage in role-play experiences, they are supported by the childminder to share the resources they use. For example, children take turns with the childminder to pretend to make cups of tea, showing their imagination. Children develop their communication and language skills. They choose soft toys to represent songs they would like to sing. Children sing with the childminder first and then, as they build their confidence, begin to sing nursery rhymes on their own.

p.2

need to do better?

n The childminder implements a curriculum that identifies what children need to learn next and supports them to follow their interests. This contributes to children making good progress with their development. For instance, when children show an interest in trains, the childminder takes them on train journeys. This contributes to children's understanding of different forms of transport. Children remember why they went on a train ride, telling visitors it was to see big dinosaurs. n The childminder knows the children well and how to support their development. For example, when children need support with their behaviour, she shows them how to take turns to stack toy building blocks. She uses words such as 'your turn' to support children's understanding. Children listen and follow her instructions, learning to play cooperatively with others. n Children are encouraged to be independent. For instance, the childminder

p.2

need to do better?

provides children with safety knives and asks them to cut up grapes and bananas at snack time. Children get tissues to wipe their noses and then dispose of the tissues in the bin. Younger children are asked to begin to try to take off their shoes when they arrive. n The childminder makes daily routines a positive experience for children. For example, when she changes children's nappies, she uses this one-to-one time to build strong relationships with them. This includes the childminder talking to them about holidays they will be going on. Children confidently respond, telling

p.2

need to do better?

21 November 2024 the childminder they will be going to a swimming pool with their parents. n The childminder works in partnership with parents to support children's learning and development. Parents receive information from the childminder about their children's experiences with her. The childminder offers parents suggestions about how they can continue their child's learning at home. This includes encouraging children to have patience and to take turns when they play games with family members. n The childminder offers children a range of nutritious snacks to promote a healthy diet. However, she does not offer all children experiences to help embed their knowledge of the importance of oral health. n The childminder speaks with staff at other early years settings that children also attend and move on to. This includes sharing her knowledge of children's development and a written report showing children's progress when they are

p.2

need to do better?

two years old. This shows good partnership working to promote consistency in supporting children's learning. n Children develop their mathematical skills, such as their understanding of different sizes. For example, when the childminder talks to children about seeing fish at a garden centre, she reminds them how big and tiny the fish were by using mathematical language and showing children the different sizes with her hands.

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 help all children to understand the importance of oral health.

p.3

Setting details

Unique reference number 225975 Local authority Leicestershire Inspection number 10359787 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 7 Date of previous inspection 12 December 2018

p.4

Information about this early years setting

The childminder registered in 1995 and lives in Barwell, Leicestershire. She operates all year round, from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months.

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 interacted 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 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

21 November 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

21 November 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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