Keen Rachel Joan

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

Children are happy and settled in this setting. The childminder works closely with parents when children first start attending. She takes time to get to know children well and gathers detailed information about their likes and dislikes. While in her setting, the childminder observes children's interests and then plans activities and experiences to build on what they already know. The childminder supports children to select resources that they enjoy. For example, children delight in choosing the tools they want to use with the play dough. Children develop the use of the small muscles in their hands as they squeeze, squash and shape the dough.

p.2

The provision is good

Children confidently seek reassurance and assistance from the childminder. They invite her into their play and enjoy her company. The childminder communicates playfully with the children. Children demonstrate feelings of well-being and a sense of belonging as they spend time with the childminder and their peers.

p.2

The provision is good

The children go out and about in the local community with the childminder. Together, they make good use of the community resources. They visit the library, local parks, playgrounds and the family hub. Children benefit from developing friendships with their peers as they visit places together. Children build their physical strength and stamina as they walk in the local area and use large play equipment in the park.

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need to do better?

n The childminder has a clear vision of the skills and abilities that she wants children to develop in readiness for the next stage of their education. She uses this vision to plan learning opportunities and experiences effectively. This helps children to make good progress across all seven areas of learning. n The childminder is committed to her professional development. This has a positive impact on the provision for children. The childminder has recently completed a professional development programme. She is able to identify how this drives improvement in her setting. For example, the childminder states that her confidence in supporting mathematical learning has improved as a result of training. n The childminder is a good role model for children's communication and language development. She ensures that children consistently hear the correct pronunciation of new words. The childminder demonstrates the use of new

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need to do better?

words in context and offers age-appropriate explanations to extend children's skills. She demonstrates to children how to use a stethoscope as they explore the resources in the role-play medical kit. n Children play alongside each other, and they are developing the skills needed to play cooperatively. The childminder praises children when they demonstrate

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need to do better?

9 January 2025 kindness to their peers. However, she does not consistently support children to recognise and regulate their feelings when they struggle to understand the need to take turns. On occasion, this leads to children becoming distressed. n The childminder promotes children's independence. She offers time and space for children to carry out tasks for themselves, such as putting on and taking off their shoes. The childminder supports children by offering simple instructions and praising their efforts. n The childminder implements some hygiene routines. For example, children know that they need to wash their hands before eating. However, the childminder does not encourage children to wash their hands after having their nappies changed. Therefore, children are not consistently supported to follow good hygiene practices. n The childminder nurtures early literacy skills. Children confidently choose books

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need to do better?

that they would like to share with the childminder. They sit together as they turn the pages. The childminder skilfully uses her voice to create interest in the story. This engages the children, who participate enthusiastically. The childminder reinforces children's knowledge of mathematical concepts by identifying the characteristics of different dinosaurs. n Children eagerly choose from a selection of pens and paper that the childminder provides. The childminder supports children to extend their fine motor skills and hand-eye coordination through mark making. She comments positively on children's art, noticing the shapes they draw. This contributes to children's pride in their pictures. n The childminder works in partnership with parents effectively. She communicates with them regularly about their children's learning and development. Parents appreciate the wide range of activities and experiences that children get involved

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need to do better?

in. They comment positively on how much progress children make during their time with the childminder.

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 consistently to understand the importance of sharing and turn- taking during play to help them to recognise and regulate their emotions more effectively n support children to follow hand washing routines consistently to further develop their understanding of how this links to keeping themselves healthy.

p.3

Setting details

Unique reference number EY258351 Local authority Leicestershire Inspection number 10364031 Type of provision Childminder

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Registers

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

p.4

inspection

Total number of places 5 Number of children on roll 4 Date of previous inspection 22 January 2019

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Information about this early years setting

The childminder registered in 2003 and lives in Blaby, Leicestershire. She operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure 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 with the inspector during the inspection. 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

9 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

9 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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