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 Requires improvement

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The provision is good

When new children start, they are supported by the childminder to feel emotionally secure in her care. For example, children are invited to attend settling-in sessions to help them become familiar with the childminder, any assistants she works with and her home. The childminder provides toys she knows children like and shows them where to hang their belongings when they arrive. Consequently, children settle quickly.

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The provision is good

Children are encouraged to complete tasks on their own. For example, when children want to explore tea bags with water, they show the childminder that the tea bags are attached together. With encouragement and praise from the childminder, children learn how to pull them apart. This contributes to raising children's self-esteem and confidence. Children learn language that describes size. For instance, when older children use bricks to build a tower, they are asked how big they can make it. The childminder talks to children about their gloves being big and their hands being small when they get dressed to play outdoors. Children are keen to explore and investigate materials when they are in the childminder's garden. They show good hand-eye coordination when they use scoops to add snow to water. When children are asked what is happening to the snow, they reply, 'It is going to the bottom.' The childminder helps them to understand that it is sinking.

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need to do better?

n The childminder has reflected on her practice since the last inspection. She explains how professional development has helped her to identify how to provide more structured routines to the children's day. This includes reading children stories at lunchtime, contributing to children developing a love of books and supporting their language and literacy skills. n The childminder observes and assesses children's development. She identifies children's interests and what they need to learn next. For example, when children like to take and manage risks in their play, the childminder provides them with ladders to climb outdoors to promote their interest and physical skills. Children are closely supervised when they climb, helping to promote their safety and offering support if needed. n Children are supported to develop their communication and language skills. For example, when younger children jump in puddles, the childminder talks to them

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need to do better?

about what they are doing. This helps children to understand words that describe their actions. n The childminder has rules and boundaries in her home, helping children to understand what is expected of them. This includes promoting good manners. For example, she models using good manners at snack time and gives children gentle reminders to use manners in their play. When children pass a bubble

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need to do better?

6 January 2025 mixture to their peers, the childminder asks them what they need to say. Children receiving the bubble mixture say, 'thank you.' n Children are keen to join in the activities the childminder offers them. However, sometimes during planned activities, the childminder does not maintain children's focus and attention to enable them to fully benefit from the learning experiences being offered. n The childminder offers children nutritious snacks, such as fruit, to promote a healthy diet. She provides opportunities for children to try different fruits, such as pineapple, mango and papaya. This helps to expand the range of food they eat. Parents say that they appreciate the childminder offering their children different foods to try. n The childminder keeps parents informed about their children's day. For instance, she provides parents of younger children with a diary showing their care routines, such as nappy changes and sleep routines. The childminder talks to

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need to do better?

parents about how she intends to support their child's learning and how they can continue this at home. This includes working with parents to help their children learn how to use the toilet. n Children are supported by the childminder to follow consistent hand-hygiene routines to promote their good health. However, on some occasions, the childminder does not help older children to build on their knowledge of how they can keep themselves safe in different situations. For example, children are not supported to understand how to identify potential risks when they use the internet at home. Furthermore, children are not helped to understand how to carry scissors safely and why this is important for their own and others' safety.

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.

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should:

n support children to maintain their focus and attention during planned activities n help older children to build on their knowledge of how they can keep themselves safe.

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Setting details

Unique reference number EY493743 Local authority Leicestershire Inspection number 10332771 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 7 Date of previous inspection 24 January 2024

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Information about this early years setting

The childminder registered in 2015 and lives in Markfield, Leicestershire. She operates all year round from 7am until 5pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months upwards. The childminder holds early years professional status and works 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, 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 and childminder carried out a joint evaluation of an activity. n The inspector held discussions with the childminder and her assistant. 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

6 January 2025 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

6 January 2025 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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