Childminder EY433592

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 and settled in the childminder's care. The childminder creates a warm, welcoming environment, where children feel at ease. Children show they feel safe and secure as they quickly settle and invite the childminder to join in with their play.

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The provision is good

Children benefit from a broad and sequenced curriculum that focuses on their interests and supports their development. The childminder often builds on children's knowledge through books and plans activities related to the stories they read. For example, the childminder uses books about emotions to build on children's emotional literacy. Children use mirrors to look at their own expression and match them to those they see in the book. The childminder provides engaging activities that help children to build their small-hand muscles. For instance, they concentrate as they carefully use tweezers to pick up colourful pom-poms and drop them into the correct coloured bottles. The childminder promotes children's social development well. Children enjoy outings to group play sessions, where they practise skills, such as taking turns and playing cooperatively.

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The provision is good

The childminder has high expectations for children's behaviour. She uses positive praise and familiar routines to help children understand what is expected of them. For instance, children know to tidy away their toys and sit down for a story before lunch. This helps children behave very well.

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need to do better?

n The childminder plans a curriculum that is sequenced to support children to build on what they know and can do. She observes children as they play and identifies the areas in which they may need support. Activities have a clear intent and support children's natural interests. For example, babies learn to clap and wave as they join in action songs. Children revisit activities, which means that skills are established and secured to help future learning. n The childminder uses every opportunity to support children in developing their communication and language skills. She uses play experiences to develop and secure children's language, such as naming animals when playing with the farm. She provides children with a commentary of their actions as they play. As a result, children develop strong communication skills, enabling them to be confident talkers. n Children enjoy mark making with pens. The childminder helps children draw

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need to do better?

faces to continue learning about emotion. She encourages children to draw big circles and think about where to place the eyes, nose and mouth. However, at times, the childminder over directs activities, limiting children's opportunities to use their imagination and develop creativity. Consequently, children have less

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need to do better?

15 September 2025 opportunities to enhance their creative development. n The childminder monitors children's progress and uses the information to identify any gaps in children's development. She seeks the advice and support of outside agencies, when required, to help ensure that each child makes good progress from their individual starting points. For example, she takes advice from other professionals to support children's speech and language. n The childminder ensures children have many opportunities to develop their physical skills, coordination, balance, and spatial awareness. For example, they take part in action songs, visit soft-play centres and have access to a good range of equipment in the garden and local parks. In addition, children take part in activities that develop their small-hand muscles, such as making play dough and using tools such as tweezers. This helps support children's early writing skills.

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need to do better?

n Children gain good independence skills. The childminder encourages children to do things for themselves. For example, children are supported to open yogurt pots, feed themselves and recycle their rubbish into separate bins. Additionally, children learn self-care skills, such as toileting, handwashing and putting on coats. n Parent partnerships are strong. The childminder provides regular updates about the experiences that children have. She provides parents with ideas about how to support their children's learning at home. As a result, children benefit from a consistent approach to their learning and development. n The childminder has strong links with the local childminding group. This enables her to share information about her practice and gain knowledge from others. The childminder reflects on her provision and is keen to take on advice as to how to improve her setting further.

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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 help children to further develop their imagination skills to support their creative development.

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Setting details

Unique reference number EY433592 Local authority Leicestershire Inspection number 10407405 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 9 Date of previous inspection 8 January 2020

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Information about this early years setting

The childminder registered in 2008 and lives in Hinckley, Leicestershire. She operates all year round from 7am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder offers government funded places.

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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 children's learning and development with a particular focus on communication and language. n Children spoke with the inspector during the inspection. 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 shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

15 September 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

15 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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