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

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The provision is good

The childminder creates an environment that is safe and inviting for children. Her gentle and kind approach nurtures children to feel safe and secure. Children form strong bonds with the childminder and they enjoy her company. As younger children become tired, they seek the childminder for reassurance. She immediately responds and children are soothed and offered cuddles as they have their milk.

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The provision is good

Children happily explore the environment and confidently make choices about what they want to do. They use their fine motor skills and hand-eye coordination as they empty and fill containers. The childminder joins in with children's play and builds on their learning. She models posting shapes through the correct holes and tells the children the name of the shapes as she does so. Children are eager to have a go and show high levels of cooperation with each other. For example, children pass the shapes to their friends to join in. The childminder praises children for being kind and sharing.

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The provision is good

Children benefit from lots of times outdoors to help promote their physical skills and good health. The childminder takes children to the local woodland areas, where they spend their time being active. They use a range of challenging physical equipment at the park, where they practise climbing and balancing. Children benefit from being in the fresh air and having exercise.

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need to do better?

n The childminder places a good focus on supporting children's communication and language skills. Children recite nursery rhymes, sing and play musical instruments as integral parts of their day. They develop speaking skills appropriate to their age and stage of development. For example, they repeat familiar words and phrases and have two-way conversations with the childminder. The childminder supports the youngest children to make animal and vehicle noises. n Partnerships with parents are good. The childminder communicates with parents to suit their individual needs. For example, some parents receive written communication, while others prefer verbal communication which, for example, support families who are learning to speak English as an additional language. For children requiring additional support, the childminder works closely with parents and other professionals to implement strategies to help close gaps in

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need to do better?

children's development. Parents appreciate the detailed reports the childminder provides about their children's development and they say the extra care needs of children with additional needs are being met. n The childminder recognises the importance of planning for professional development opportunities to improve her knowledge. She skilfully identifies

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need to do better?

2 December 2024 areas where she feels the need to deepen her knowledge and seeks out training to support her understanding. Future plans are in place to attend courses linked to additional needs of children attending her setting. n Overall, the childminder supports children's health and well-being. Children learn the importance of healthy eating as they have a variety of fruits for snack time. Children are eager to try new fruits that the childminder introduces into their diet. Children learn about oral hygiene. They squeeze toothpaste onto their toothbrush and brush their teeth as part of the daily routine. However, how on the day of the inspection the routine at mealtimes did not support children to develop healthy habits. For example, children repeatedly place their food on the floor when having a 'picnic', before picking it up and continuing to eat it. The childminder does not help children understand the potential of germs being on

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need to do better?

the food. The childminder also does not consistently talk to children about the need to wash their hands before eating and consistently supporting them to develop healthy habits. n The childminder has consistent boundaries so that children know what to expect and how to behave when they play. Her clear instructions help children understand the positive behaviour that is expected from them. Children develop good listening and attention skills. n The childminder works hard to ensure that planned activities are based on children's needs, interests and next steps. Children enjoy playing with the sand as the childminder offers new language for them to learn. They 'squeeze' the sand and 'push' it into a mould to make a sandcastle. Children clap with delight when they have made a sandcastle. Although some children engage well with activities, the childminder does not consistently consider how to adapt them to

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need to do better?

fully engage and include all children. Therefore, children do not all benefit fully from the experiences offered.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review snack time and mealtimes to ensure that there is a fully consistent approach to promoting children's awareness of healthy practices n adapt the teaching of planned activities to match the individual learning needs of children.

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Setting details

Unique reference number EY396206 Local authority Leicestershire Inspection number 10359922 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 6 Number of children on roll 5 Date of previous inspection 12 December 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Ratby, Leicester. The childminder holds an appropriate childcare qualification at level 3. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

2 December 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

2 December 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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