Hill, Lindsay Ann

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children arrive happy at the childminder's home. They quickly settle and find activities they enjoy. Children behave well and are kind to their friends. They listen to instructions the childminder provides and help to tidy up when asked. The childminder supports children to share resources and take turns. Older children model good behaviour as they play games and take turns with younger children. The childminder encourages children to use their manners, and they all say, 'please' and 'thank you' to their friends. Younger children demonstrate they have strong bonds with the childminder as they take her by the hand and point to things they would like to do next.

p.2

The provision is good

Children enjoy a range of activities which supports the development of their small muscles. They use rolling pins and plastic knives to shape and model play dough. Children practise using their hands to roll balls of different sizes. The childminder teaches them mathematical language to describe what they make, such as shapes that are big, small, long and short. Children enjoy reading books and singing nursery rhymes with the childminder. The childminder teaches children about healthy lifestyles and the importance of having a balanced diet.

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need to do better?

n The childminder has a clear curriculum and knows what she wants children to learn before starting school. She places a strong focus on children developing their communication skills and having the confidence to express their wants and needs. The childminder assesses children's abilities when they first start at her setting and regularly thereafter, to ensure all children make good progress from their starting points in learning. However, on occasion, children's planned next steps in learning are too difficult for their abilities and not precise enough to help children make the best possible progress. n The childminder supports children's communication and language skills particularly well. She teaches children new words at every opportunity. For example, when reading a story, children learn to recognise a guinea pig and then describe it as 'fluffy' and 'soft'. The childminder is patient with children and

p.2

need to do better?

gives them plenty of time to respond when she talks to them. She asks a range of questions which encourages children's thinking. The childminder helps children to become confident with their speech as she shows a genuine interest in what they tell her. n Children are becoming increasingly independent. At mealtimes, younger children are supported to feed themselves with a spoon. Older children learn to open their own yoghurts. Children recognise when they are thirsty and know which water bottle is theirs. However, at times, the childminder quickly does things for older children without giving them time to try for themselves. For example, she

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need to do better?

27 May 2025 blows children's noses and washes their hands for them. This does not support them to independently manage their personal hygiene before starting school. n The childminder supports children who speak English as an additional language. For example, she develops close relationships with families and uses key words in different languages when she speaks to children, helping to support their language development. n The childminder is reflective of her practice. She evaluates her own strengths and weaknesses and attends training to close gaps in her learning. Other assistants who work with the childminder receive regular supervisions and support to improve their own skills. The childminder has developed a robust programme to ensure all staff working with her, have the knowledge and skills to maintain the high-quality education she provides. n Parents speak highly of the childminder. They describe her as nurturing and safe.

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need to do better?

Parents say their children enjoy attending the childminder's home and their children's behaviour has improved since attending. The childminder works in close partnership with parents and provides them with regular information about their children's development and the progress they have made. She has also started to establish professional relationships with other settings that children attend. n Children with special educational needs and/or disabilities receive additional support as the childminder works closely with other professionals and external agencies when required. She ensures that her teaching is well-adapted to include all children.

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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 review children's planned next steps in learning to ensure they are always precise and developmentally appropriate to help children make the best possible progress n provide children with further opportunities to promote their independence with their personal hygiene and self-care.

p.3

Setting details

Unique reference number 2786380 Local authority Leicestershire Inspection number 10405119 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 12 Number of children on roll 15 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and lives in Hinckley, Leicestershire. She works with several assistants. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday. She provides funded early years education for children aged between nine months and four-years-old.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. 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 quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. 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

27 May 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

27 May 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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