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 show that they feel happy and settled in the childminder's care. The childminder provides cuddles and reassurance when needed. This helps children to feel confident and secure. Children behave well. The childminder organises the learning environment in response to children's interests. Children explore resources freely, making their own choices and leading their play. The childminder supports children to practise their independence skills. This helps to build their self-esteem and prepare for the next stage of their learning. For example, she encourages older children to put on their coats and helps younger children to find beakers labelled with their photos for themselves.

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The provision is good

Children benefit from daily opportunities for exercise outside and indoors. For instance, children push themselves along in sit-and-ride cars in the garden, developing their muscle strength. Inside, they jump up and down to music, take part in yoga moves and join in with vigorous actions to their favourite songs.

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The provision is good

Children concentrate for significant periods as they make Valentine's cards for their parents. The childminder supports the development of children's fine motor skills and early literacy abilities as they practise their mark-making skills. Children show pride in their achievements, saying 'beautiful' to describe their creations. Young children smile as they talk about lines they have drawn, giving their drawings meaning, such as a 'car' or 'butterfly'. They join in with conversations while they play.

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need to do better?

n The childminder reflects continuously on her practice. She knows what she already does well and what she needs to focus on for future improvements. The childminder takes part in a range of targeted professional development opportunities. For example, she recently completed an online course to help her enhance the quality of progress checks for two-year-old children. n All children, including children with special educational needs and/or disabilities, make good progress from their starting points. The childminder identifies any gaps in children's learning and takes action to address these swiftly in partnerships with other professionals. n Children follow clear and structured routines provided by the childminder with confidence. They understand her expectations, such as using 'kind hands', with gentle reminders as required. The childminder encourages children to respect the toys and their environment. Children respond well to the wealth of praise

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need to do better?

they receive from the childminder. The childminder models polite manners and, consequently, children say 'please' and 'thank you'. n The childminder places a high value on developing children's communication and

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need to do better?

12 February 2025 language skills. She provides an ongoing commentary for children's play. She repeats new words clearly to support their pronunciation. Children are encouraged to share their thoughts and ideas with others, for example when they decide to make a 'train' with small chairs and tables. The childminder uses skilful questioning to engage all children in conversation. n Children are supported by the childminder to learn skills needed to manage their self-care. For instance, older children are able to use the toilet independently. Children of all ages wash their hands regularly to help prevent the spread of infection. At mealtimes, children join in with discussions, led by the childminder, about the home-cooked food they are eating. Older children confidently feed themselves using cutlery. n The childminder builds strong partnership work with parents from the start. For example, she talks with parents about how children are settling. She listens to

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need to do better?

their views about what children need to learn next. The childminder communicates frequently with parents about children's experiences and progress. Parents praise her nurturing approach. However, links to other settings attended by the children in her care are less well established. n Children develop a love of books. The childminder ensures they have constant access to good-quality books. She reads familiar stories to them, and children also look at these independently. Children turn the pages and focus intently on the pictures inside. They borrow their favourite books to take home and share with their families. This exposure to literature helps children to develop a rich vocabulary. n The childminder provides regular opportunities for children to play outdoors, where, for instance, they help to grow plants and carry out bug hunts. Children who learn better outside benefit from these and other experiences in the

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need to do better?

garden. However, children are offered fewer activities to gain a greater understanding of the wider community and to learn about the world around them.

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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 strengthen exchanges of information with other settings attended by children n enrich curriculum planning to help children to gain a greater understanding of the wider world.

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Setting details

Unique reference number 2777174 Local authority Leicester Inspection number 10377003 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 a co-childminder in the setting.

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Inspection activities

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 The inspector spoke to the children to find out about their time at the setting. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector carried out a joint observation. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to several parents during the inspection and took account of their views.

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Inspection activities

12 February 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

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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