Childminder 2726182

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

Children are happy as they seek comfort and enjoy close interactions with the kind, nurturing childminder. These positive relationships support their emotional security and gives them the confidence to explore the environment and engage with the wide range of available resources. Children learn to become independent in their self-care. The childminder encourages them to put on their own coats and shoes, offering gentle guidance when needed. At mealtimes, children confidently choose and serve their own snacks and lunch. These routines also support children's decision-making and build a sense of responsibility.

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The provision is good

The childminder plans activities around children's interests. This helps children to develop a positive attitude to their learning. Children concentrate as they thread laces onto giant buttons, helping to develop their small-hand muscles. She encourages them to persevere when challenges arise, offering effective support to help them succeed and build resilience. Her consistent praise boosts children's self- esteem. Children are highly motivated and active learners during outdoor play. They develop their large physical skills, such as running, jumping and using balance bikes with increasing coordination and confidence. Children show curiosity and enjoyment as they use wands to blow their own bubbles, which supports their hand-eye coordination and spatial awareness. When children show visitors the sunflowers in the garden, the childminder extends their learning by discussing the life cycle of a plant and encourages children to observe and talk about changes

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need to do better?

n The childminder knows the children well and uses her knowledge of how children develop to monitor and assess what they can do. The childminder carefully considers children's next steps in their learning when planning the curriculum. This means all children, including those with special educational needs and/or disabilities, make good progress. n The childminder and children engage in two-way conversations and the childminder offers a narrative to children as they play with her. The childminder supports children's communication and language well. Children select their favourite books and listen to familiar stories as the childminder reads with enthusiasm. She asks children questions about what is happening and gives them time to respond. This contributes to helping children to develop their thinking skills and foster a love of reading. n The childminder skilfully embeds a range of mathematical language and

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need to do better?

concepts into children's play. For example, as children build a tower, she uses descriptive words, such as 'tall'. She encourages them to recognise numbers as they select numbered spikes on a toy hedgehog. She asks about shapes, and the

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need to do better?

23 July 2025 children identify ones, such as star and rectangle. The childminder also introduces new shapes, such as ovals. These interactions help develop children's understanding of number, size and shape. n The childminder promotes healthy lifestyles. Children enjoy daily snacks and try different fruits, such as plums. Children follow the childminder's established daily routines well. For example, they wash their hands before mealtimes. However, the childminder does not always help children to gain a greater awareness of why we do things to support their good health, such as why we wash our hands or why we eat healthy food. n The childminder places a strong focus on giving children rich first-hand experiences. For example, they regularly attend local parks, the library, museums, supermarkets and natural woodland areas. This helps children to develop increasing confidence in new situations and develops their social skills.

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need to do better?

n Overall, children's behaviour is good. The childminder is a positive role model and children learn to be kind and respectful. They use good manners. However, at times when children struggle to manage their own behaviour, the childminder does not always use effective ways to help them to recognise and talk about their feelings and emotions, and how their behaviour can impact others. n The childminder conducts risk assessments in her home to ensure a safe environment for children. She also evaluates risks during outings to minimise any potential dangers. In addition, she keeps up to date with relevant safeguarding information to ensure the children remain safe while in her care. n Parent partnerships are strong. The childminder gathers valuable information about children before they start their placement in her care, such as their family background, likes and routine. She uses this information to build strong

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need to do better?

relationships with children and their families. Parents comment that the childminder is dedicated and supportive. They value the exciting and engaging activities she provides to children.

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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 support children to recognise and talk about their feelings and emotions, to help them to further regulate their behaviour n use daily routines more effectively to prompt discussions with children to support their understanding of healthy lifestyles.

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Setting details

Unique reference number 2726182 Local authority Leicestershire Inspection number 10398286 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Coalville, Leicestershire. She operates all year round from 8am until 6pm, Monday to Friday, except bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 their intentions for children's learning and discussed the children's progress. n The childminder provided the inspector with a sample of key documentation. n The inspector looked at written feedback from parents and took their views into account. n Children spoke with the inspector during the inspection.

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Inspection activities

23 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

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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