Taylor Deborah 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

p.1

The provision is good

When children first start attending, the childminder shows them toys and resources they can choose to play with. Children are introduced to other children in the childminder's care. This helps children to become familiar with the environment and settled in her home. Younger children are supported by the childminder to develop a sense of themselves as individuals. For instance, younger children are shown their reflection in mirrors. Children smile and say hello to their reflection. The childminder extends this learning. For instance, she shows children how light reflects off mirrors to create images on the floor.

p.2

The provision is good

Children are polite and use good manners. When they do this, such as when they receive food, children receive praise from the childminder. This contributes to raising their self-esteem and recognition of using kind words. Children are supported to have a positive attitude in their play. For instance, when they play with building blocks, the childminder gives them encouragement to stack blocks on top of each other. When children do this, showing good hand-eye coordination, they receive praise for their achievements.

p.2

The provision is good

Children are inquisitive in their play. They are keen to explore and investigate the good range of toys and resources the childminder offers them. For instance, children copy the childminder as they speak into a pretend microphone on a spaceship dashboard. Younger children move buttons on the toy to investigate how it works.

p.2

need to do better?

n The childminder supports children's communication and language skills well. For instance, she uses repetitive words when she plays alongside them. This results in children repeating words, such as 'tap, tap, tap', when children copy the childminder to tap the top of shape cutters pressed in dough. Furthermore, the childminder names objects that younger children play with, helping to build on their vocabulary. n Children are supported to behave well. They copy the childminder when she models how to share toys. When the childminder reads stories, she captures children's interest. This results in children focusing and developing their concentration. n When children first start attending, the childminder speaks to parents to find out about their children's prior abilities. She uses this, as well as observing children during activities, to identify what children already know and can do. Thereafter, she uses assessments to help her identify what children need to learn next.

p.2

need to do better?

Children make good progress from their starting points in learning. n The childminder supports children to develop their confidence in different social

p.2

need to do better?

21 July 2025 situations. For instance, she takes them to toddler groups to mix with children of a similar age. Furthermore, the childminder takes children to a care home, where they listen to stories with the elderly. n The childminder helps children to learn how they can keep themselves safe in her home and when out and about in the community. For instance, she talks to children about who to go to if they get lost. The childminder helps older children to remember their parents' names and address in the event of an emergency. She helps children to understand the importance of sitting correctly on chairs so they do not fall. n Children are keen to join activities the childminder plans for them. However, sometimes, during these activities, she does not adapt the learning intent and implementation to help meet the needs of the younger children. This results in younger children not being able to learn as much as possible.

p.2

need to do better?

n Children learn how food grows. They help the childminder to grow beans and peas in her garden. The childminder asks children to help her harvest the food and to eat it. Furthermore, she encourages children to try different fruits to help expand their diet. n The childminder reminds children to keep drinking water throughout the day, to help keep themselves hydrated. However, she does not support children to consistently follow hand-hygiene routines, such as after nappy changes and before eating snacks. n The childminder reflects on her practice and makes changes that benefit children's safety and learning. For instance, she has erected a canopy in her garden to provide children with shade when they play outdoors in hot weather. Furthermore, the childminder has purchased a swinging tent that children can access to look at books.

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 adapt the planning and implementation of some activities to more effectively meet the learning needs of the younger children n extend children's understanding of how to keep themselves healthy, particularly with regard to following consistent hand-hygiene routines.

p.3

Setting details

Unique reference number 225428 Local authority Leicestershire Inspection number 10398210 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 6 Number of children on roll 4 Date of previous inspection 9 October 2019

p.4

Information about this early years setting

The childminder registered in 1992 and lives in Shepshed, Loughborough. She operates all year round from 7.30am until 4.30pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds an appropriate level 3 qualification.

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 and assessed the impact this has on children's learning. n Children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

21 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.

p.4

Inspection activities

21 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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