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 Met

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The provision is good

Children are confident and settled in the home-from-home environment. They form strong bonds with the warm and friendly childminder. Children listen carefully and respond well to what the childminder says. For example, she whispers to children to remind them to use 'quiet voices' indoors. Children understand what is expected of them. For instance, they put away tools and cutters when they finish playing with dough. Young children join in with routines, such as finding their own water bottles when they are thirsty. They help their friends as they hand them a drink. Older children learn to recognise the pictures and names on the bottles. They gain independence ready for future learning.

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The provision is good

All children eagerly explore the wide range of fun activities that the childminder plans to match their interests. The childminder encourages children to talk about what they want to do and to make their own choices. For instance, children ask to make a café in the playhouse outdoors. With the childminder's encouragement, they continue this imaginative play indoors, while pretending to make cakes with dough. The childminder asks children to count how many candles they need to add to their creations. She helps them to recall how they celebrate birthdays at the setting. This helps to promote children's early mathematical skills.

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need to do better?

n The childminder regularly considers ways to make any changes to her interactions with children as their needs evolve. She keeps up to date with early years developments, for example, through completing online learning. The childminder exchanges ideas with her colleagues. She values the support she receives from other childminders to identify ongoing improvements to the provision. n Children behave well. The childminder gently reminds them to share and take turns with resources, such as their favourite model trains. She focuses on helping children to talk about their own emotions and those of other people. Children learn to recognise the impact of their actions. The childminder offers plenty of praise for children's efforts. This encourages them to try out new things and reinforces good behaviour. n The childminder knows the children in her care very well. Overall, she is clear about what children, including children with special educational needs and/or

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need to do better?

disabilities, need to learn next. She understands how to help them to develop. However, she does not use this information in her practice to support all children's specific next steps. n There is a wealth of opportunities for children to visit local places of interest, including groups, the library, the church, shops and market stalls. The childminder encourages children to chat to the people they meet. This helps

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need to do better?

6 March 2025 them to develop their good social skills, in readiness for school. n The childminder repeats new words clearly to help build on children's vocabulary. She expertly asks questions, for example 'What do we do now?', to support children to solve problems. Children develop a love of books from a young age because they listen frequently to the childminder read their favourite stories. They independently look at their choice of books, carefully turning the pages. Children join in with familiar songs. These experiences help their communication and language skills to develop well. n Parents comment that they greatly appreciate the 'love and care' that the childminder gives to children. They particularly value the opportunities their children have to take part in baking bread and craft activities with the childminder. Parents are regularly updated about children's progress. The childminder works closely with parents, such as when toilet training, to help

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need to do better?

learning to continue at home. n Children benefit from fresh air and exercise every day. They develop their muscles and coordination as they manoeuvre sit-and-ride vehicles around the garden. Children enjoy dancing and jumping vigorously to music indoors. They practise their fine motor skills as they spread butter on toast for lunch. This promotes their good physical development. n The childminder promotes children's understanding of healthy food choices. For instance, she takes them to the market to buy vegetables to put on pizza bases for lunch. Young children try out new fruits, such as wedges of water melon. They are closely supervised for safety while they eat. The childminder ensures children follow good hygiene procedures, such as thorough handwashing before eating, to minimise any germs.

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 strengthen practice to support all children's specific learning outcomes consistently, based on what they know and can do.

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Setting details

Unique reference number EY476756 Local authority Leicestershire Inspection number 10376588 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 30 May 2019

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Information about this early years setting

The childminder registered in 2014 and works in Stoney Stanton, Leicestershire, at the home of her co-childminder. She operates her provision from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector carried out a joint observation. n The inspector took account of parents' views, expressed in written feedback. n Children spoke with the inspector during the inspection.

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Inspection activities

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 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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