Childminder in Leicester

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

The childminder provides settling-in visits for children prior to starting at the setting. She talks to parents about children's daily care routines, likes and dislikes. This helps children to settle through the transition period and supports their attachments and trust with the childminder. Children share a close bond with the childminder and look to her for cuddles and reassurance. This shows they feel safe in her care.

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The provision requires improvement

The quality of the childminder's teaching and children's education experience is variable. Although the childminder takes account of children's interests and provides them with their favourite toys, such as dolls and farm animals, she does not plan well enough for children's learning. For example, she provided children with wax crayons and paper. However, the children lacked confidence to make marks and asked the inspector to do it for them. The childminder fails to support and encourage children to learn the skills that they need to make marks. As a result, children disengage and wander around the room. This weakness hampers the success of children's learning and progress.

p.2

The provision requires improvement

The childminder responds to children in a calm and reassuring way. For example, she gently reminds children to share the resources and distracts them when they find this difficult. The childminder provides comfort but no explanation to support children's understanding or acknowledgement of their feelings of frustration. She does not provide sufficient guidance so that children can fully understand what is expected of them, or the impact that their actions have on others.

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need to do better?

n The childminder is attentive and joins in with children's play. However, she does not consistently manage all children's behaviour well. Occasionally, the strategies she uses to manage younger children's behaviour are not appropriate. For example, when children have disagreements or display unwanted behaviour, the childminder picks children up to remove them from the situation. This means that children are not always sure about what the boundaries are and do not learn to moderate their behaviour well enough. n The childminder's assessments do not accurately identify and prioritise next steps in learning for children. For example, the same next steps are planned for children of different ages and stages of development. This means that children do not consistently benefit from support that is clearly sequenced to reflect their individual learning needs. n The childminder attends training opportunities and keeps her essential training

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need to do better?

up to date. However, she does not focus well enough on strengthening her knowledge of teaching and learning to improve her practice. As a result, the

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need to do better?

11 March 2025 childminder's curriculum is weak and lacks interesting or challenging experiences for children. Therefore, children quickly move on from one activity to another as they lose interest and focus. n The childminder builds and maintains effective partnerships with parents. She works with parents to ensure that they provide healthy packed lunches and snacks for their children. During the day, the childminder shares information with parents in conversations and in text messages. This helps parents to feel reassured about what their children have been doing during the day. n The childminder promotes children's healthy lifestyles. Children benefit from daily fresh air and exercise as they explore the local community. The childminder takes children on regular walks and trips to the park, where they enjoy being physically active. n Children do experience some effective teaching as they complete their chosen

p.2

need to do better?

play activities. The childminder introduces them to new mathematical language, such as 'bigger', and helps children to understand the word and notice differences in size as they build with interlocking bricks. The childminder counts with children as they choose pieces of fruit. This helps to raise children's mathematical awareness. n The childminder supports children to develop their emerging independence skills. She praises children for being helpful and kind as they carry out small tasks, for example when a child carefully carries a chair for their friend to use at mealtimes. Children relish the praise and this encourages them to be helpful in the future.

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 interest first.

p.3

Due date

manage children behaviour helping them to learn about the impact behaviour has on others 08/04/2025

p.3

Due date

improve the curriculum to ensure that it covers all areas of learning and is tailored to meet children's individual age and stage of development. 08/04/2025

p.3

should:

n improve skills and knowledge to raise the quality of education.

p.4

Setting details

Unique reference number EY350855 Local authority Leicester Inspection number 10372070 Type of provision Childminder

p.5

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 6 Date of previous inspection 1 April 2019

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Information about this early years setting

The childminder registered in 2007. She lives in New Parks, Leicestershire. She operates seven days a week from 6.30am to 6pm all year round, including bank holidays, except for family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. 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.

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Inspection activities

11 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

11 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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