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 Not applicable

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The provision is good

The childminder creates an environment where children feel happy, safe and confident. Children develop bonds with the childminder and seek her out for reassurance and comfort, which supports their emotional well-being. Children form positive peer relationships. Older children help younger children in play by sharing resources. The childminder encourages these positive interactions and praises children for their kindness. Before they start attending, the childminder gathers information about the children's routines, interests,and starting points, the childminder uses this information to plan effectively for children's individual needs. Children have settling-in sessions to help them leave their parents with ease.

p.2

The provision is good

Children develop good communication and language skills. The childminder introduces children to new words to help build up their vocabulary, for example while playing in the garden she talks to the children about pollen as they watch bees on a lavender plant. The childminder consistently reinforces the correct pronunciation of words and gets children to repeat new words back to her, ensuring that children become confident talkers.

p.2

The provision is good

Children understand how to keep themselves healthy, the childminder teaches them about oral hygiene. While playing with baby dolls, children role play cleaning the dolls' teeth. The childminder reads children books about looking after their teeth and explains the importance of brushing their teeth. During lunch, the childminder talks to the children about the foods they are eating and why it is important to eat their fruits and vegetables.

p.2

need to do better?

n The childminder supports children's mathematical knowledge well. She introduces children to numbers and counting. During singing time, for example, the children accurately count how many aliens are in a flying saucer and match the numbered alien to the corresponding wooden number. The childminder encourages younger children to use their fingers to show how many aliens are left. n The childminder introduces the children to lots of experience outside of the home, for example she takes children to her allotment to grow, care for and harvest their own fruits and vegetables. This helps children to understand where their food comes from and encourages them to try new vegetables as they use their fruits and vegetables in their lunches. n The childminder helps children understand behavioural expectations by being consistent with boundaries and supporting children in managing their feelings. For example, the childminder uses emotion stones to help younger children

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need to do better?

identify their emotions when they are frustrated and offers cuddles and

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need to do better?

27 June 2025 reassurance when they become upset. Additionally, she teaches and reminds children to say please and thank you, modelling these polite interactions herself. n The childminder teaches children how to become independent. Children attempt to put on their own shoes before going outside to play and ask for help if needed. Children know how to wash their own hands after going to the toilet and before eating their food, and younger children are supported closely by the childminder to do this. n The childminder works closely with parents to gain detailed information about children before they start. Using an online application she shares updates on how children are developing and gives parents ideas for how to further support their children at home. The childminder completes assessments of children, including the progress check for children between the ages of two and three years old, and uses this to help children, if needed, with accessing further

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need to do better?

support. n The childminder creates a curriculum that is ambitious and focuses on preparing children for their next stages of development. The childminder creates detailed next steps for children's learning and uses these to inform her planning of learning experiences. However at times, activities are not matched closely enough to children's fascinations, therefore, children quickly lose interest and do not fully engage in the learning opportunities available. n The childminder interacts well with children during their play. However, at times, some of the questions she asks them do not encourage children to think critically or explore their own ideas further. n Children develop good physical skills. The childminder supports children to jump safely from the step to the grass by reminding them to 'bend their knees'. She helps children to develop their small muscles by encouraging them to squeeze water from sponges while washing baby dolls and when using spray bottles.

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 use children's interests more effectively when planning learning experiences so that children become more deeply engaged in learning n provide opportunities that encourage critical thinking, problem-solving and independent theory-testing during play and exploration.

p.3

Setting details

Unique reference number 2726818 Local authority Leicestershire Inspection number 10399534 Type of provision Childminder

p.4

Registers

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

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inspection

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

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Hinckley, Leicester. She operates all year round from 7 am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers funded places for two-, three- and four- year-old children.

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 The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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

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 June 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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