Childminder in Leicester

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children demonstrate that they feel safe and happy in this homely and welcoming setting. The childminder develops strong bonds with children. For example, she gently soothes them when they are ready for a nap. Children joyfully fling their arms around the childminder, showing their affection. The childminder gathers information from parents when children first start. This helps her to understand and plan for their needs and home routines.

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The provision is good

The attentive childminder helps children to learn to share and cooperate. For instance, while young children build a tower together, she encourages them to take turns with their friends to add a wooden brick. The childminder has high expectations for children's behaviour. She sets clear boundaries for the children to follow, and they respond positively to her requests. For example, they help to put away resources to keep the space free from trip hazards when they hear the 'tidying song'.

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The provision is good

The childminder plans a variety of fun activities to support children to practise their physical skills and develop new ones in preparation for future learning. One example of this is when children carefully use tweezers and scoops to pick up small model teddy bears hidden in shredded paper. They place them in cups that match the colours of the bears. This helps them to strengthen their muscles and improve their hand-eye coordination.

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need to do better?

n The childminder builds her curriculum on what children already know and can do. She gets to know children and their interests well. Regular observations and assessments of the children's play inform her planning. She uses ongoing information from parents effectively to identify priorities for each child's next stage of learning. All children, including those with special educational needs and/or disabilities, make good progress from their starting points. n The childminder plans adult-led activities to help children achieve the next steps in their development. For instance, she encourages them to sing number rhymes and count to 20. Young children confidently say the date and month for their birthday. However, during some group activities, the childminder does not ensure that she meets the needs of the youngest children as effectively. Consequently, on occasion, they do not participate as fully to gain the most from these

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need to do better?

experiences. n Children's communication and language development are promoted well. The childminder narrates as children play. She asks simple questions to encourage them to think and answer. She introduces new words for children to repeat. For instance, children say 'high' and 'low' while joining in with action rhymes. This is

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need to do better?

12 February 2025 one example of how the childminder helps children to listen, understand and become confident communicators. n The childminder supports children to practise their independence skills. For example, at mealtimes, she sits close by young children while they eat to encourage them to use a spoon. Children make choices from different resources and take the lead in their play. Young children play companionably alongside others, while older children form firm friendships. n Children delight in looking at the wide range of books that are freely available to them. They make choices and turn the pages to see the next picture. Children ask for stories that they know and love to be read to them. They take their favourites home to continue the enjoyment of particular books with their parents. n The childminder communicates effectively with parents to ensure a consistent approach to children's learning and development, such as while toilet training.

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need to do better?

She regularly updates parents about children's experiences and progress. Parents say that they feel their children are 'valued, supported and encouraged to grow'. n The childminder helps children to understand about healthy choices. She reminds children to drink water regularly. Children learn about oral hygiene. They enjoy cleaning their teeth with brushes provided by the childminder. Children follow good hygiene routines, such as washing their hands after going to the toilet and before eating. n Children regularly play outdoors, where they run vigorously and push themselves along on sit-and-ride toys. They benefit from fresh air and exercise and develop their physical skills. They investigate plants and insects in the garden. However, children have fewer opportunities to explore the community around them, meet new people and find out about the wider world.

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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 the organisation of group activities to ensure that younger children are engaged more fully n strengthen the curriculum plan to provide more experiences in the wider community that promote children's understanding of the world and other people further.

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Setting details

Unique reference number 2779913 Local authority Leicester Inspection number 10376841 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 6 Number of children on roll 12 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Leicester. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-year- old children. She works alongside another childminder in the setting.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n Parents shared their views of the setting with the inspector. n The inspector and the childminder carried out a joint observation of a communication and language activity.

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Inspection activities

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

12 February 2025 12 February 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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