Childminder 225679

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 are happy, settled and enjoy spending time with the childminder. They benefit from a caring and nurturing relationship, which helps them to feel secure. The childminder knows children well and talks confidently about their interests and personalities. She provides a wide range of activities, indoors and outdoors, that capture children's curiosity. For example, children play memory games, laughing as they try to work out what object is missing. When the rain begins to fall, the childminder encourages the children to put on their wellington boots and they go to listen carefully to the sound it makes outside. As the sun comes out after the rain, she encourages children to make shapes with their shadows. This helps children to develop a love for learning.

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The provision is good

The childminder places a focus in her curriculum on supporting children's communication skills. She models language well and encourages children to take turns. For instance, during role play with a toy ice-cream parlour, the childminder prompts children to ask politely and praises them for using good manners. Children's confidence grows through this support. Children spend lots of time exploring the local environment. They visit parks, woodlands and soft-play centres. The childminder uses these experiences to help children to develop confidence, physical skills and a sense of adventure. She shares books with children, even while out and about. The childminder gives children calm moments and reinforces a love of stories. She weaves music, singing and role play into the day, supporting children's language and imaginations.

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need to do better?

n The childminder adapts activities to reflect children's interests, for example providing number puzzles for those who enjoy counting. However, she does not always tailor her teaching fully to address any gaps in children's development. For instance, she places a focus on early letter recognition before children are secure in their personal, social and emotional skills, such as playing cooperatively. n The childminder knows children's interests well. She provides activities that capture children's attention, such as puzzles, role play with dolls or feeding the fish in the garden. These experiences promote children's curiosity and enjoyment. However, at times, the childminder introduces too many activities in quick succession. She moves activities on too quickly, which reduces opportunities for children to concentrate and investigate more deeply. This limits opportunities for children to explore in depth and practise new skills.

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need to do better?

n The childminder promotes children's communication and language effectively. She repeats words clearly to support children's speech development and introduces new vocabulary through games and stories. During story time, the

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need to do better?

4 September 2025 childminder leaves out words for children to recall, encouraging their memory and participation. This supports children to communicate well. n Children develop their independence during daily routines. The childminder encourages children to wash their hands before snack, sit together at the table, feed themselves and to help tidy toys away. This helps children to develop their self-care skills. n Children develop their physical skills through the purposeful activities the childminder plans for them. For example, they use play dough to develop their fine motor strength, paint with water and brushes outdoors and chalk on black paper. These experiences help to prepare children for early writing. n The childminder has high expectations for children's behaviour and sets clear boundaries. However, she does not consistently explain the reasons behind these expectations. For instance, when children throw toys, she does not extend her

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need to do better?

teaching by helping them understand the consequences, such as the risk of breaking toys or hurting others. This does not support children's understanding of right and wrong or help them to learn to manage their own behaviour. n The childminder works closely with parents and carers. She shares daily updates and offers advice to support children's learning at home. For example, she suggests activities for building children's speech and encourages parents to promote their independence, such as letting children put on their coats themselves. Parents speak positively about the support their children receive, noting improvements in their speech and confidence. n The childminder forms warm and secure relationships with children. This helps them to settle quickly and feel safe. For example, children seek reassurance when they are upset. The childminder supports children to manage their emotions calmly.

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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 use knowledge of children's development to plan more tailored activities to close any emerging gaps in children's learning n support children to sustain concentration, practise new skills and deepen their learning more precisely n help children to develop a deeper understanding of the expectations for their behaviour and the reasons behind them, such as by explaining to children why rules and boundaries are in place.

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Setting details

Unique reference number 225679 Local authority Leicestershire Inspection number 10418331 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 22 January 2020

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Information about this early years setting

The childminder registered in 1992 and lives in Market Harborough, Leicestershire. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector viewed the premises and discussed the safety and suitability of the resources provided at the setting. n Children spoke to the inspector about what they enjoy doing while at the setting. 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 took the views of the parents into account. 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

4 September 2025 4 September 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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