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 Good

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The provision is good

Children thrive in the care of this welcoming childminder, who provides a caring and nurturing environment. Children are happy and confident, displaying a positive attitude towards learning. They explore the environment while sharing and taking turns. Children are familiar with the daily routine, including when it is time to tidy up. They confidently ask the childminder to start the 'tidy up' song as they help put the toys away. The childminder provides encouragement and support, and asks children, 'What do I need to put in this basket?' This encourages children to complete the task. They show a sense of achievement and pride as the childminder praises them when they return an item to the correct place.

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The provision is good

The childminder plans a child-led curriculum. She focuses on children's interests and next steps. The childminder expands her curriculum further by introducing new ideas. For example, to help children learn about seasons, nature and their environment, she organises activities focusing on garden birds. Children learn about habitats and nature. They make bird feeders to hang in the garden and explore a bird's nest. The childminder introduces binoculars for children to use. Children show curiosity as they look for different birds and watch them eat.

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need to do better?

n The childminder strives to continually improve her knowledge and understanding of the early years foundation stage (EYFS). For example, she attends many training courses and online webinars. She also meets with other childminders and organises weekly activity groups. These help her develop ideas for future activities and reflect on her practice. This has a positive impact on the overall quality of the provision. n The childminder supports children in developing their communication and language skills. For example, she introduces new vocabulary to children as they read stories and sing rhymes and songs. She also models language well for children, speaks clearly and provides simple instructions. However, the childminder sometimes does not give children enough time to respond to interactions and questions. n Children learn about a healthy lifestyle. During a pretend picnic, they discuss the healthy foods they plan to eat. Children demonstrate their growing

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need to do better?

understanding by telling the childminder, 'It's a pepper; that's healthy!' The childminder encourages parents to send a healthy lunch box. She talks to children about nutritious foods at mealtimes and offers fresh drinking water throughout the day. n Children show high levels of independence in completing their personal care routines and managing their needs. The childminder successfully embeds children's understanding of hygiene. For example, children pretend to wash their

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need to do better?

5 March 2025 hands in the role-play kitchen. The childminder supports their understanding by routinely singing the handwashing song, which children thoroughly enjoy. The childminder demonstrates more complex tasks for the children to imitate. For example, during lunchtime, when opening packets, she explains how to 'pinch, pinch and pull!' Children clap for one another, and the childminder encourages them to celebrate each other's achievements. n The childminder constantly weaves mathematical skills into children's play. She reinforces colours and incorporates counting as children sing well-known rhymes. Older children recognise 'cubes' and 'triangles' as they build with blocks and explore patterns. The childminder uses the language of size, such as 'taller' and 'tallest', to help develop their mathematical vocabulary. n Partnerships with parents are strong. Parents report how the childminder shares the activities she focuses on, including learning intentions and next steps, via an

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need to do better?

online app and daily conversations. Parents speak highly of the childminder and her 'kind and warm-hearted nature'. They praise the support she offers them and how attentive she is to them and their child's needs. n There are many opportunities for children to visit the local community and broaden their experiences. Children socialise with other children during regular play sessions with other childminders at a local activity group. They also enjoy plenty of time outdoors, going on local walks and visits such as to the farm and zoo. Children also experience trips on local transport, including the bus and train. n The childminder promotes children's physical development extremely well. Younger children enjoy riding the tricycles and learning to climb the steps on the slide. Older children run and play with footballs. The childminder provides many opportunities for children to develop strength in their hands. For example, they

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need to do better?

squeeze and mould play dough and develop hand-eye coordination by threading small hoops to make bird feeders.

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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 continue to support children's communication and language skills by providing them with enough time to respond during interactions.

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Setting details

Unique reference number EY545551 Local authority Leicestershire Inspection number 10375802 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 8 Date of previous inspection 2 May 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Barwell, Leicestershire. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her EYFS curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n The inspector read written feedback during the inspection and took account of these views.

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Inspection activities

5 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

5 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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