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 Outstanding

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The provision is good

Children thrive in the warm and inviting environment that the childminder creates. They enjoy exploring new concepts and discovering the world around them. The homely environment fosters a sense of safety and comfort, allowing the children to learn, grow in confidence and develop their curiosity. For example, when the childminder provides sensory experiences, such as colourful rice, the children rush to explore the texture and the sounds they create as they allow the rice to slip through their fingers. Children learn to make links to other sounds they hear in the environment, like the rain tapping on the glass roof.

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The provision is good

Children learn essential skills for nursery and school, developing communication, interaction and problem-solving abilities. They develop early reading and mathematical knowledge that are crucial for future learning, while building confidence and independence through play. By exploring various books with friends and the childminder, they engage in lively discussions, express their thoughts, and relate their learning to their own experiences.

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The provision is good

Children express their knowledge and understanding in ways that are appropriate for their age and engage in meaningful interactions. For instance, when young children receive cuddles, they smile, imitate facial expressions and make playful sounds. These interactions help children build trust and develop secure relationships with their key person.

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need to do better?

n The childminder understands child development and knows the children well. She embeds her teaching into the daily routines and adult-led activities, such as snack and small-group times. The childminder considers how these experiences can enhance children's learning. For example, older children are given the opportunity to prepare snacks so that they can develop their social skills, confidence and ability to control basic tools with support. However, at times, younger children are not fully included in these experiences, so they do not always benefit from the learning opportunities available. n The childminder organises her curriculum to allow children to build knowledge over time, breaking learning into manageable chunks. For example, children first explore simple shapes and their names before learning the language to describe them. The childminder is warm and responsive, interacting at the children's level

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need to do better?

and maintaining eye contact to foster strong connections. She expands vocabulary and models correct pronunciation during activities, such as when children are sharing dinosaur books and playing with toys. n The childminder sets high expectations for children's behaviour, fostering respect and enthusiasm for learning. This supportive atmosphere enhances their social

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need to do better?

26 February 2025 skills and motivation to learn. She builds strong relationships with children, parents and professionals. The childminder creates a safe environment and educates children about risks, especially in relation to online safety. She shares this information with parents to ensure confidence in their internet use at home. n The childminder implements effective policies, including those that relate to pets and sleep. These policies detail the procedures which are a part of daily practice. The childminder has systems to ensure that all policies are available to parents, so they can understand practices within the setting. n The childminder prioritises children's health and well-being. She provides opportunities for children to talk about their feelings using books and puppets. The childminder ensures children have daily access to the outdoors. She provides children with healthy food and drinks.

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need to do better?

n The childminder is enhancing her curriculum to promote equality and diversity. She seeks opportunities to address gaps in the children's experiences. The childminder organises trips and plans activities to educate them about various celebrations and festivals. n The childminder is a strong leader. She supports her staff in developing the skills and knowledge they need to fulfil their role. She guides, prompts and provides supervision sessions to continue building their confidence and knowledge over time. The childminder also accesses regular professional development and supports other childminders. n The childminder has experience of working with children with special educational needs and/or disabilities (SEND). She works with specialist services to deliver children's individual learning plans. The childminder is developing her awareness of funding. She knows how to complete referrals, so that children and parents

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need to do better?

can access the funding their children are entitled to.

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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 improve how younger children are included in activities and daily routines to support their learning further.

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Setting details

Unique reference number EY544390 Local authority Leicestershire Inspection number 10368382 Type of provision Childminder

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Registers

Early Years Register, Compulsory 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 18 March 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Ashby-de-la-Zouch, Leicestershire. She holds a childcare qualification at level 6. The childminder operates all year round from 7.30am until 6pm, Monday to Friday, except bank holidays and family holidays. She works with an assistant.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about how they support children with SEND. 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 inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 February 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

26 February 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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