Childminder EY339855

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 have fun and thrive in this welcoming home-from-home environment. The childminder develops strong bonds with all children. She values each child's unique qualities and encourages all children to make choices as they play. Children benefit from the childminder sitting alongside them and modelling being kind and caring, helping to promote positive behaviour. The childminder is a positive role model, reminding children to say please and thank you to promote good manners. The childminder provides routines and activities that meet children's needs well and supports their growing confidence and independence. For instance, young children feed themselves competently with spoons at mealtimes.

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The provision is good

The childminder supports the development of children's communication, language and early literacy skills effectively. She provides an ongoing commentary for their play. Young children listen and repeat words as the childminder clearly names everyday objects. This helps them to remember new vocabulary. Children benefit from a language-rich environment. For example, when a young child rolls dough to represent a snake, the childminder describes how it moves, using the word 'slither'. Children frequently listen to the childminder as she reads stories and sings songs and rhymes with them. Children delight in the childminder's playful interactions as they pretend to go shopping or to school. Her enthusiastic role playing encourages children to join in with conversations.

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need to do better?

n The childminder identifies any gaps in children's learning and what they need to learn next. She works closely in partnership with parents and with other professionals. All children, including those with special educational needs and/or disabilities, make good progress. The childminder ensures that children develop the basic skills they will need for their future learning. She liaises effectively with other settings attended by children to promote continuity in their learning. n Children behave well, overall, relative to their ages. They begin to understand about sharing and taking turns. Children form friendships and enjoying playing together. The childminder praises their efforts. However, on occasions, the childminder does not explain, in a way that young children can understand, how their actions impact on others physically and emotionally. This means they do not recognise their own, and others' feelings, and begin to learn how to manage

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need to do better?

them. n The childminder is committed to providing good-quality care. She reflects on her work regularly and exchanges ideas with other childminders. She completes training to promote children's safety. However, her professional development programme is not yet sharply targeted to raise the standard of interactions even further, such as to strengthen her understanding of how to manage children's

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need to do better?

23 July 2025 behaviour. n Children have plenty of opportunities to explore the wider community and build on their social skills. The childminder takes children on outings to the park and to local groups, where they meet new friends. Children gain experience of joining in with larger groups for stories, songs and to eat together. This helps to prepare them for their eventual move on to nursery and school. n The childminder provides a secure outdoor area that children can explore freely. Young children balance on stepping stones, learn to climb steps to slides safely and push themselves along vigorously on sit-and-rides. They enjoy rolling tyres and balls around a grassy area. The childminder blows bubbles for children to jump up and burst. Children practise and develop their physical skills, strength and spatial awareness and benefit from fresh air. This supports their good physical development. n Parents comment that they are well informed about their children's progress.

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need to do better?

The childminder shares daily verbal updates with them. She involves parents closely in identifying children's learning needs and their interests from the start, and in ongoing exchanges of information. The childminder works with parents well to support children's development, for instance, with toilet training. This helps to secure continuity of learning at home. n The childminder provides activities that help children to develop their fine motor skills. For example, younger children copy her as she demonstrates how to roll and mould dough to create different shapes and patterns. Children use a range of tools to cut and make marks on the dough. They name their creations and talk about them in response to the childminder's questions. Children concentrate for significant periods of time on task, relative to their ages. This helps to support the development of their early literacy skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n strengthen interactions to promote young children's growing understanding of the impact of their actions on others n target professional development more precisely to strengthen knowledge of how to manage children's behaviour.

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Setting details

Unique reference number EY339855 Local authority Leicestershire Inspection number 10394530 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 6 Number of children on roll 11 Date of previous inspection 11 September 2019

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Information about this early years setting

The childminder registered in 2006. She lives on the outskirts of Braunstone Town, Leicester. The childminder operates all year round, from 7.30am until 5pm on Monday to Friday, except for bank holidays and family holidays. She provides funded early years education for two- and three-year-old children.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. 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 Parents and children shared their views of the setting with the inspector. n The inspector and the childminder carried out a joint observation. 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

23 July 2025 23 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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