Rea, Dawn

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 form positive relationships with the childminder. For instance, one-to-one time with her when younger children have their nappies changed is used to talk to children about what they know. The childminder listens and responds appropriately. This helps children to feel valued. Children learn how to share and take turns. For instance, the childminder models how to play cooperatively with others. Children take turns with her to be different characters during their role-play experiences. Children learn how they can keep themselves safe. For instance, the childminder talks to them about stranger danger, road safety and how to show kindness to animals.

p.2

The provision is good

Children have access to a wide range of toys and resources they select independently. Children are curious about the objects they play with. When they pick up toy animals and notice they feel different, they copy the childminder as she shakes them, helping children to understand that something is inside. Children watch as rice falls onto their hands from inside the toy animals. Children develop their vocabulary. When the childminder shows them images of different caterpillars, older children learn descriptive words, such as 'spiky' and 'prickles'. Children are supported to think and respond when the childminder asks them questions about the different caterpillars they see.

p.2

need to do better?

n The childminder gathers information from parents about what children already know when they first start attending. She uses this information to help identify children's starting points in learning. However, her ongoing assessments of children's learning does not precisely build on what all children need to learn next. For example, the childminder wants younger children to learn the names of shapes and to count before they are able to manage their emotional needs. n The childminder plans activities that allow children to follow their interests. For example, when children look at insects in the garden, she reads children stories about caterpillars. Children join in saying familiar phrases in the story, recalling from memory. The childminder uses different tones in her voice when she reads. This helps to capture children's interest and they remain focused. n The childminder helps children to learn how fruit and vegetables grow. For

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need to do better?

example, she asks them to help her plant and water seeds in her garden. Children pick the produce once it has grown and explain how tomatoes turn from green to red. n Since the childminder's last inspection, she has reinforced the importance of children washing their hands to promote hand-hygiene routines. This includes reminding children to wash their hands after using the toilet, having nappies changed and before eating. Children show their understanding of why they do

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need to do better?

3 July 2025 this, explaining to visitors it is to get rid of germs. n The childminder develops her professional development. She discusses training courses attended with her co-childminder. This helps her to reflect on the learning experiences she offers children. Recent changes to her practice help to promote children's literacy and communication skills. For example, she adds cookery books to a pretend kitchen area and initiates discussions with children about the photos of food they see in the books and the meals they have at home. n Children show that they enjoy the childminder joining their play. However, sometimes, the childminder does not help children to build on their knowledge and skills when they choose toys and resources to play with. For example, when children engage in pretend role-play experiences, the childminder does not support children to build on their knowledge of real-life experiences.

p.2

need to do better?

n Prior to children attending, the childminder finds out from parents about their children's interests and routines from home. She replicates children's routines in her care and provides toys and resources they like. This enables children to play with familiar toys and supports their emotional well-being when they start. n The childminder helps children to understand how to behave positively. For example, she role models using good manners for children to copy, encouraging them to be polite. The childminder asks children to work together as a team to complete tasks, such as to thread laces through objects. Children listen and follow the childminder's instructions.

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 information gathered from ongoing assessments to build more precisely on what children need to learn next n develop interactions with children to help them build on their skills and knowledge during self-chosen play.

p.3

Setting details

Unique reference number 225540 Local authority Leicestershire Inspection number 10392529 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 12 Number of children on roll 14 Date of previous inspection 30 August 2019

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Information about this early years setting

The childminder registered in 1997 and lives in Melton Mowbray, Leicestershire. She operates all year round from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months. The childminder works with a co-childminder and occasionally with an assistant.

p.4

Inspection activities

n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector and childminder carried out a joint evaluation of an activity. n The inspector held discussions with the childminder and her co-childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

3 July 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

3 July 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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