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 settle quickly and well into the family environment. The caring childminder helps them to feel welcome and valued. For example, photos of the children and people who are important to them are readily available. Looking at these pictures motivates children to join in conversations. The youngest children enjoy pointing at those they recognise and babbling in response. Older children recall fun outings with the childminder. They talk about how they and their friends have grown and changed. Young children chat happily about their families as they snuggle up with the childminder.

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The provision is good

Children make choices from a selected range of stimulating resources that match their needs. They enthusiastically take the lead in their own play. The childminder welcomes their ideas. Children enjoy playing with their friends. For instance, they work together cooperatively to create a train track. The childminder provides firm but gentle reminders, such as how to share and take turns with the trains. She is a consistently positive role model, showing kindness and respect towards children and other adults. Children understand the clear and age-appropriate boundaries set by the childminder. They grow in confidence as they learn new skills. One example of this is when older children introduce themselves and their friends to visitors.

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need to do better?

n The childminder provides a broad range of experiences based on children's interests. Children concentrate while they play. The childminder intervenes skilfully with questions to help children to think creatively. She gives plenty of time for them to answer. However, some group activities are not planned and delivered effectively to support all children's needs. This means that, on occasion, children are less able to achieve their learning outcomes than at other times. n The childminder responds sensitively to information about children's individual routines. For instance, she knows what music soothes young children when they show signs of being tired. The childminder encourages them to take a much- needed nap. She frequently checks on young children while they sleep. n Children behave well, relative to their ages. The childminder reminds children to use good manners, saying 'please' and 'thank you'. Children learn to take care of

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need to do better?

toys and the environment. For instance, they tidy away the train track to make space for dancing. The childminder helps children to understand how their actions affect others. n The childminder works well in partnership with parents. She ensures parents are kept informed about their children's learning and development so that they can continue learning at home. Parents value her support, including helping children to make healthy food choices. They say that the childminder offers a wide range

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need to do better?

6 March 2025 of experiences that give children 'adventures and joy'. n The childminder prioritises children's growing independence. For example, when children are dancing vigorously, she reminds them to remove their jumpers before they get too warm. The childminder encourages them to keep trying when they struggle to take their arms out of the sleeves. She offers guidance and plenty of praise for their efforts. Children show a willingness to persist until they succeed. n Young children turn the pages of books for themselves. Children listen avidly as the childminder reads familiar stories to them. They take turns to choose pictures representing their favourite nursery rhymes. Older children sing the words, while younger ones join in with actions. This helps them develop good communication and language and early literacy skills. n All children make good progress from their starting points, including children

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need to do better?

with special educational needs and/or disabilities. The childminder establishes effective links with other professionals to support children. She ensures the transition to the next stage of learning is smooth by working closely with local schools. n The childminder provides children with many opportunities to explore the world around them. For instance, children visit local libraries, shops and playgroups. They practise their social skills when they talk to members of the community. They buy fruit and vegetables at a market stall and use these to prepare snacks and meals at the childminder's home. n Children benefit from daily exercise in the garden and during walks to parks, woods and meadows in the neighbourhood. The childminder builds on what young children can do, such as climbing the slide steps safely. Children learn first how to use the steps into her garden, holding carefully onto the safety rail.

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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 planning and delivery of group activities to focus precisely on promoting appropriate learning outcomes for children.

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Setting details

Unique reference number EY480038 Local authority Leicestershire Inspection number 10381823 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 32 Date of previous inspection 22 September 2022

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Information about this early years setting

The childminder registered in 2014 and lives in Stoney Stanton, Leicestershire. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds early years professional status at level 6. Three assistants hold appropriate qualifications at level 3 and above. The childminder offers places for children in receipt of funded early years education. She works alongside a co-childminder.

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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 talked to staff at appropriate times during the inspection and took account of their views. 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 the inspector carried out a joint observation. n Parents shared their views of the setting with the inspector, in written feedback.

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Inspection activities

6 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

6 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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