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 Good

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The provision is good

Children are supported to settle into the childminder and her co-childminder's care. If children are upset when they arrive, they receive cuddles and distraction from the childminder, which helps them to settle quickly. Children behave well. They learn how to share the toys they use when the childminder models this.

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The provision is good

Children sit with the childminder to share books. They are asked to talk about the images they see on the pages, encouraging their speaking skills. Children learn about speed and distance when they play with toy cars. The childminder shows them how to roll toy cars down a tube and to predict how far they think they will go. Younger children watch as the toy cars go fast. Older children solve problems in their play. When toy cars get stuck in a tube, the childminder asks them how they can get the cars out. Children show a positive attitude to completing tasks themselves as they lift the tube and the cars roll out. Children are given resources to promote their creativity, such as to use different shapes to make arrangements. Older children push shapes together to make a pretend flower. The childminder offers ideas and suggestions to help build on children's learning, such as to add different shapes to make petals on the flower. Children listen and take on board the

p.2

The provision is good

childminder's comments, helping to develop their artwork.

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need to do better?

n The childminder plans activities to help children progress in their learning. She adapts her interactions with children to meet their individual needs. This includes asking younger children to post large buttons into containers to help develop their hand-eye coordination. The childminder asks older children to identify the shapes of the buttons. She explains to children how they can do this, such as identifying two long and two short sides on a rectangle. This contributes to older children developing their mathematics skills. n The childminder works well in partnership with parents. She shares information with parents about their children's development and how she intends to support their learning. The childminder supports parents to continue their children's learning at home, such as recommending books they can read to their children and supporting them with their children's toileting needs. n The childminder helps children to learn how to behave well. For instance, she

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need to do better?

asks children to take it in turns to wash their hands prior to eating. Children wait patiently until it is their turn. n The childminder observes and assesses children's development to identify what they need to learn next. This includes supporting children to develop their communication and language skills. For instance, she talks to children when she plays alongside them, asking a good range of questions that encourages children to think and respond. However, sometimes, the childminder does not use the

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need to do better?

3 July 2025 correct words for objects and animals to support children's emerging vocabulary. n The childminder attends training courses to help build on her knowledge of how to promote children's care and learning. Recent training helps her to identify how to support children with their emotional development. For example, she shares books with children to help them learn about emotions. The childminder gives children mirrors to see their reflections and to identify how they are feeling. n Children go with the childminder when she takes older children to school. This helps them to become familiar with the school playground and the routine of the school day in preparation for when they move on. n When children first start attending, the childminder invites children to attend for settling-in sessions. This helps children to gradually become familiar with the childminder, her co-childminder and the home. The childminder asks children to

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need to do better?

bring comforters and spends time getting to know them. This contributes to children forming attachments with her. Children show that they feel comfortable with the childminder and are keen to engage her in their play. n The childminder supports children's physical skills well. She shows children how to move scarves to music, such as to hold them up and down and from side to side. Children copy, moving their bodies in different ways and learning how to make their movements faster and slower to the different beats in the music.

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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.

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should:

n support children to hear the correct words for objects and animals, to help build on their vocabulary.

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Setting details

Unique reference number EY475295 Local authority Leicestershire Inspection number 10392530 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 14 Number of children on roll 6 Date of previous inspection 30 August 2019

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Information about this early years setting

The childminder registered in 2014 and works from the home of her co-childminder 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 upwards. The childminder holds an appropriate level 3 qualification.

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Inspection activities

n The inspector viewed the areas of the premises used for minding children. The childminder and inspector 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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