Hall, Rachel

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

p.1

The provision is good

Children are settled and happy as they play with the childminder in her home. They display confidence as they tell the childminder what they would like to do next. The childminder has high expectations for children's behaviour and reminds them to use their manners. Children consistently behave well. They participate in tidying up when asked, and follow all instructions the childminder provides. Children are kind to each other and offer to share their toys. The childminder regularly provides praise to children, which promotes a high self-esteem and helps them understand right from wrong.

p.2

The provision is good

Children learn to keep themselves safe. When enjoying a creative activity decorating sticks, the childminder reminds children to leave space between each other to avoid any injuries. The childminder supports children with their small- muscle skills. Children learn to spread glue and pick up small decorations, such as feathers and sequins, as they make their own stick man. Older children participate in mark making activities, and demonstrate their increasing strength and pencil control. The childminder supports children to build on their physical development skills, such as climbing and jumping. Children benefit from trips into the local community, such as visiting local parks and supermarkets.

p.2

need to do better?

n The childminder has developed a clear curriculum, and she understands what she wants children to learn before they start school. She focuses on children becoming independent, confident and able to communicate their needs. The childminder prioritises children's happiness, and wants all children to feel settled and comfortable in her care. n The childminder supports children to become increasingly independent. When going outdoors, she expects all children to put on their own shoes. She is very patient and allows children plenty of time to practise their new skills. Children learn to do things for themselves, as the childminder ensures she explains and models how to do things, rather than doing it for the children. n The childminder knows children well. She proudly talks about the progress individual children have made in her care. The childminder accurately assesses children's developmental stages and provides suitable next steps to help them

p.2

need to do better?

make further progress. She provides tailored activities to help close the gaps in children's learning. n The childminder promotes a love of books and reading. She reads in an exciting and engaging way and children listen intently. The childminder explains the importance of repetition when reading books to ensure children fully understand. Children demonstrate their familiarity with stories when the childminder pauses to allow them to fill in familiar words and phrases.

p.2

need to do better?

4 March 2025 n The childminder supports children to understand early mathematical concepts. Children practise counting as they identify objects in books. The childminder teaches them how to add one more, and children demonstrate they understand what this means. Older children begin to understand size and confidently tell the childminder that the toy is too big. n The childminder teaches children new vocabulary as they participate in activities. For example, children learn to describe a shade of yellow as 'bright'. However, at times, the childminder does not use the correct terminology to consistently support children's growing vocabulary. For example, she says 'horsey' and 'doggy', which prevents children from hearing and learning the correct language. Furthermore, although the childminder narrates children's play and asks children questions about what they are doing, she does not always use appropriate

p.2

need to do better?

questioning techniques. At times, the childminder asks several questions in quick succession and occasionally answers her own questions, before giving children time to respond. This does not support children to think for themselves and respond to questions. n The childminder is reflective of her practice. She provides regular supervisions to any assistants she works with and strives to keep their knowledge up to date. They attend regular training and have identified a number of areas they would like to develop further, such as supporting children's speech and language. n Parents are happy with the care the childminder provides. They describe the childminder as caring and friendly. The childminder has established strong partnerships with parents and ensures parents fully understand their child's developmental progress. Parents say the childminder is supportive and inclusive.

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 use the correct pronunciation of vocabulary to support children's language development further n improve the use of questioning techniques to give children more time to think and respond.

p.3

Setting details

Unique reference number EY427144 Local authority Leicestershire Inspection number 10368602 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 27 March 2019

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Hinckley, Leicestershire. She operates with an assistant all year round from 7.30am to 5.00pm, Monday to Friday. The childminder holds a relevant childcare qualification at level 3. The childminder provides funded early years education for children aged two-, three, and four years old.

p.4

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 The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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.

p.4

Inspection activities

4 March 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

4 March 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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