Hulls Carole Louise

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 in this home-from-home setting. The childminder gets to know children well and values each child's unique qualities and changing interests. Children confidently take the lead in their play. For instance, when the childminder asks children what they would like to do next, children freely make choices from the wide range of toys offered. The childminder listens to their ideas carefully and gives them sufficient time to answer her questions.

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The provision is good

The experienced childminder is attentive to children's needs. For instance, she recognises when young children become tired and are ready for a nap. She soothes them, such as by reading their favourite books. Children receive plenty of praise and encouragement. This encourages them to keep trying. One example of this is when older children attempt to put on their own shoes for outdoor play. The childminder reassures them that they can succeed and celebrates with them when children complete the task.

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The provision is good

Children learn to use good manners. The caring childminder is a positive role model, routinely saying, 'please' and 'thank you'. Children are friendly, respectful and kind towards adults and children alike. The childminder sets clear boundaries for them to follow. Children show that they feel happy and safe in her home.

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need to do better?

n Overall, the childminder works well in partnership with parents, other professionals and schools that children attend. She provides tailored settling-in sessions when children start and keeps parents well informed about their children's progress. However, the childminder is less successful in sharing ideas with parents to help them continue their children's learning at home. n The childminder makes sure that she builds strong bonds with all children in her care. Young children fling their arms around her for a hug. Older children are eager to chat with the childminder about their experiences at home. Children play cooperatively together, such as when they take apart a spiral track and put it back together again. Children take turns to 'have a go' and solve the problem of how the pieces fit together. n Children enjoy a wealth of opportunities for outdoor play and fresh air in the childminder's garden and at local parks. Older children practise skills such as

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need to do better?

balancing on a climbing frame. They learn to take safe risks as they climb higher while the childminder supervises them closely. Children exert themselves as they run excitedly after bubbles and jump up to pop them. The childminder plans these activities to help support children's physical development. n The childminder provides a broad range of daily experiences to help children gain basic skills in preparation for future learning. For example, young children

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need to do better?

8 April 2025 practise using spoons and forks to feed themselves. Older children learn self- care skills, including how to use the toilet and wash their own hands. Children develop their independence in readiness for school. n The promotion of children's communication and language skills is a priority in the childminder's curriculum. For example, the childminder uses a picture card game to help young children to hear and repeat new words. Children join in with familiar songs and stories. However, she does not help older children to build a wider vocabulary, including introducing more descriptive words, as effectively. n Children find out about making healthy choices as they talk about different foods with the childminder. For instance, the childminder introduces new fruits, such as water melon, for snack time. She provides homemade, nutritional meals that children enjoy. The childminder talks to children about how the food they eat will

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need to do better?

help them to grow strong. n The childminder ensures that children have a wealth of opportunities to practise their fine motor skills. For instance, she patiently encourages young children to keep trying until they manage to place a card into a slot. Older children enjoy creating marks for their parents that represent writing. This helps to support the development of their early literacy skills. n The childminder is committed to extending her knowledge of how to provide a welcoming environment where children thrive. She has links with other childminders to exchange ideas about practice. She regularly accesses support from the local authority advisor. The childminder completes research on topics that affect early years 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 strengthen support for parents to continue children's learning at home n enhance understanding of how to promote older children's communication and language skills even more effectively and widen their vocabulary.

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Setting details

Unique reference number 260310 Local authority Leicester Inspection number 10388526 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 10 Date of previous inspection 16 July 2019

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Information about this early years setting

The childminder registered in 2002 and lives in Braunstone, Leicestershire. She operates all year round from 7.30am to 6pm, five days a week, except for bank holidays and family holidays. The childminder receives funding for free early years education for children aged from nine months upwards.

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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 children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The inspector and childminder carried out a joint observation of a communication and language activity.

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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

8 April 2025 8 April 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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