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 Good

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The provision is good

Children play joyfully in the childminder's bright and welcoming home. Children feel secure, happy and safe in her care as the childminder demonstrates a warm and loving nature. The home is full of laughter as children and the childminder play spontaneous games. For example, the childminder is animated as she pretends she cannot see the children and then shouts, 'There you are!' Children show their excitement as they squeal in delight.

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The provision is good

Children are encouraged to make independent choices, as the toys and equipment are easy to access. Children develop a positive attitude to learning as the childminder plans activities around their interests. They thread cereal hoops onto a pipe cleaner to make bird feeders, helping to develop their small muscles. They engage well and focus as the childminder encourages them to keep trying. She supports them well when they face difficulties, to ensure they succeed and to build on their resilience.

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The provision is good

Children relish their time spent in the childminder's garden. They learn to become independent as they put on their wellington boots and coats. They create their own racing game with trollies, and negotiate obstacles safely. They climb steps and whizz down the slide. The childminder offers children effective praise and encouragement, to which they respond positively. This support helps enhance children's self-esteem and confidence.

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need to do better?

n The childminder plans a curriculum that builds on what children know and need to learn next. She uses observation and tracks children's development to identify next steps for their learning. The childminder has a clear understanding of what they need to know before they move on to their next stage of education. n The childminder liaises closely with schools and carries out detailed handovers. This ensures children's needs are shared and continue to be met. The childminder takes children to visit the school and to meet their new teachers. This helps children prepare for the transition to school. n The childminder supports children's communication and language development effectively. Children listen attentively to stories as the childminder reads with expression and enthusiasm, fostering their love of reading. She uses thoughtful questioning techniques, asking open-ended questions that encourage children to

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need to do better?

think for themselves. Throughout the day, she engages in conversation with the children and introduces them to new vocabulary, such as spiky and crunchy. These learning experiences have a positive impact on the children's language skills. n The childminder supports children in their mathematical development. She uses

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need to do better?

5 March 2025 everyday routines and play activities to support children's knowledge of numbers. While children play with small bricks, she introduces concepts, such as size, position and shape. This helps children become confident in early mathematics. n Children go on regular outings with the childminder, which help them to learn about their community and the world around them. For example, children benefit from visits to a playgroup, which supports their social skills as they interact with different people. Children enjoy walks to local parks, where they have space to explore nature and be physically active. This supports children's general health and well-being. n The childminder is a positive role model and children learn to be kind and respectful. She has clear expectations for children's behaviour. She interacts well with the children, encouraging sharing and turn-taking. Overall, children behave

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need to do better?

well. However, when minor conflicts do occur, the childminder does not consistently help them to understand and manage their emotions and feelings. This means that sometimes children do not always understand the impact their behaviour can have on others. n The childminder conducts risk assessments in her home to ensure a safe environment for children. She also evaluates risks during outings to minimize any potential dangers. In addition, she keeps up to date with relevant safeguarding information to ensure the children remain safe while in her care. n The childminder has good partnerships with parents and finds out from parents about children's routines, interests and abilities before they start. The childminder offers flexible settling-in periods to meet the needs of the children. Parents appreciate the daily handovers and photos which are shared. They comment that the childminder offers a home-from-home environment, where

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need to do better?

there is genuine care for their children.

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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 support children to recognise and talk about their feelings and emotions, to help them to further regulate their behaviour.

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Setting details

Unique reference number EY542477 Local authority Leicester Inspection number 10372681 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 30 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Aylestone, Leicester. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder hold a relevant early years qualification at level 3. The childminder offers places to children in receipt of government funding.

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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 the curriculum. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector completed a joint observation of an activity and discussed the quality of teaching and learning. n The inspector looked at relevant documentation. This included evidence of the childminder's suitability, training record and safeguarding documents. n The inspector took account of written feedback provided by parents. n The inspector held discussions with children and the childminder at appropriate times during the inspection.

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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

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

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