Childminder 225453

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 feel happy and secure, forming positive relationships with both the childminder and peers. The childminder provides a warm and welcoming home- from-home environment, which is inclusive for all children, including those with special educational needs and/or disabilities (SEND). Children seek support from the childminder and go to her for comfort and reassurance when needed. Children understand how to behave well. Older children learn to share and take turns, responding well as the childminder models these behaviours during play.

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The provision is good

Children develop good communication and language skills. The childminder uses both spoken language and some Makaton signs to support children, including those who are non-verbal, to communicate. Children talk to the childminder about what they are doing and ask for things that they need. For example, during imaginative play children ask the childminder to help them put a bandage on a toy dog. During story time, children enjoy sitting closely with the childminder, listening attentively as she reads and pauses to ask questions. They are encouraged to talk about what they can see in the pictures, describe characters and anticipate what might happen next, which supports vocabulary building, comprehension and confidence in speaking.

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need to do better?

n The childminder ensures all children, including those with SEND, have equal access to opportunities and that activities are modified to be inclusive. As a result, children feel included and valued in her care. She creates individual developmental plans and uses these to support children's learning. The childminder works closely with other professionals, such as music therapists, to support children's development. She incorporates their ideas into activities. For instance, she uses light-up toys and songs to build physical strength. n The childminder uses her knowledge of children and child development to create a curriculum based around children's interests and their next stage of learning. She offers a balance of adult-led activities and free play choice. However, during some planned activities the childminder does not provide sufficient challenge for the children to build on skills and knowledge they already have. Subsequently,

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need to do better?

children do not always make as much progress as they could. n Children build good maths skills and learn to count accurately. The childminder uses activities like counting leaves on flower stems. She encourages them to use their finger to touch each leaf as they count. This helps them to connect number words with quantities. The childminder introduces ideas such as more and less. Children learn to identify colours, for example, during an activity, children practise matching colours on a dice to coloured cards. n Children learn about keeping themselves safe and healthy. The childminder

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need to do better?

14 August 2025 teaches children about the importance of good hand hygiene. She helps them to wash their hands after toileting and before eating. She supports children to have a healthy diet and works with parents to provide nutritious foods. n The childminder supports children to develop their social skills. She fosters an environment where children play together. For instance, older children blow bubbles for younger children to see. She recognises that children need to experience larger groups, so plans regular visits to toddler groups. This allows children to play with and create friendships with different children. n The childminder participates in professional development opportunities. She identifies areas where she needs to improve her practice and welcomes opportunities to learn from other professionals. For example, attending SEND training, which she has used to effectively support children with additional

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need to do better?

needs. n The childminder gathers relevant information from parents before children join, creating a supportive environment where children can settle well. She regularly updates parents on their child's development and ways to help them progress. She fosters positive relationships with parents, who appreciate her support for their child's learning and the caring atmosphere, where children develop kindness.

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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 planning to help build on children's prior learning so they can deepen their knowledge and understanding.

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Setting details

Unique reference number 225453 Local authority Leicestershire Inspection number 10399427 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 3 Date of previous inspection 2 December 2019

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Information about this early years setting

The childminder registered in 1993 and lives in Loughborough. She operates all year round from 8am until 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

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 children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 The inspector observed the interactions between the childminder and the children. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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Inspection activities

14 August 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

14 August 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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