Childminder 2732055

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

p.1

The provision is good

Children are happy and excited to explore this setting. The childminder provides children with a wide variety of learning experiences, indoors and outdoors. The childminder gives children the freedom to explore in a range of different ways. She supports children to make the most of their experiences. Children develop strong bonds with the childminder, who is attentive to children's needs. This supports children to feel safe and secure. Children learn how to regulate their emotions. The childminder provides them with quiet and calm spaces that they take themselves to independently when they are feeling overwhelmed. The childminder talks to children about how they are feeling and supports them to identify their emotions.

p.2

The provision is good

The childminder creates a curriculum with a focus on supporting children's communication and language. The childminder uses language to enhance children's play. For example, she describes their actions, repeats words or phrases for children to copy and introduces new vocabulary. For example, when children play in water, the childminder says 'splash, splash', prompting children to repeat these sounds. The childminder is aware that some children speak English as an additional language. She uses a mixture of their first languages and English to help children to understand and communicate their needs effectively. Overall, the childminder helps children to develop good communication skills.

p.2

need to do better?

n The childminder understands what she wants children to learn next and how to achieve this. She regularly reflects on her practice and seeks ways to modify her setting to support children's progress. However, at times, the childminder does not implement changes quickly. For example, after identifying that children benefit from consistent visuals to support their communication, the childminder has not yet put these in place to support their learning further. n Children practise mathematical skills during their play. The childminder introduces mathematical terms as children engage in activities. For example, when using building blocks, the childminder discusses concepts such as 'big' and 'small'. She asks children to add another block to their tower and observes the height of the structure with them. The childminder also helps children to identify colours and encourages them to count the number of blocks they use. These

p.2

need to do better?

activities help children to become familiar with basic mathematical concepts. n The childminder creates an environment that supports children's independence. Children know where to find resources and engage in the learning activities the childminder provides. The childminder helps children to develop their physical skills. For example, children learn to safely climb the steps of the playhouse. Once they have mastered this skill, the childminder gives them the freedom to do this independently.

p.2

need to do better?

29 August 2025 n The childminder demonstrates positive behaviours towards children. She supports children to share, take turns and wait. For example, when children try to take a toy from other children, the childminder supports and guides them away to another activity. She uses clear explanations as to why they need to wait their turn. As a result, children learn right from wrong. n The childminder supports all children well. She works in partnership with external agencies and parents and carers. The childminder shares relevant information and asks for support to strengthen her practice. She understands children's individual needs. The childminder knows when she needs to step back and when to support and guide children. n The childminder collects relevant information from parents before children start the setting. She provides settling-in sessions to support children's transitions into the setting. These help children to form connections with the childminder

p.2

need to do better?

quickly. The childminder provides parents with updates about their children's learning and next steps in learning. However, she does not support parents with information about how they can continue their children's learning at home, especially so for those children who only attend during term time, to support continuity in children's learning. n The childminder supports children to develop good personal care and hygiene practices. She supports children to wash their hands after toileting and before eating. The childminder encourages children to use the potty and works with parents to ensure consistency in toilet training.

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 implement the strategies and resources identified to support individual children's progress more consistently n provide more support to help parents to continue their children's learning at home, particularly for those children who attend on a term time only basis.

p.3

Setting details

Unique reference number 2732055 Local authority Leicestershire Inspection number 10399982 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023 and lives in Loughborough, Leicestershire. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for one week at Christmas and family holidays. The childminder holds an appropriate childcare qualification. She provides government-funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that 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 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 on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

29 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.

p.4

Inspection activities

29 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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