Childminder EY399473

Inspection date

Previous inspection date 8 September 2016 22 February 2016

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The quality of teaching is very good. The childminder accurately monitors the progress children make, which quickly highlights any gaps in their development.  The childminder fully understands the different ways in which children like to learn. She uses the natural and outdoor learning environments effectively to plan new and exciting experiences that encourage children's curiosity and stimulate their imagination.  Children form secure attachments to the childminder, giving them a strong base to explore their surroundings. This promotes their independence skills well and increases their confidence in their newfound abilities.  Children demonstrate a very good understanding of how to keep themselves safe. The childminder helps them to manage their own risks and challenges safely.  Toddlers listen carefully to the childminder and are confident talkers. The childminder promotes children's communication, physical and social skills very well.

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This provision is good

 The childminder has worked in close partnership with the local authority early years support team. This, as well as having a positive approach to improving her childcare practice, has helped her address the actions given at her last inspection.

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It is not yet outstanding because:

 The childminder does not make the best possible use of information gained from parents about what children already know and can do when they first join the setting.  Occasionally, the childminder does not fully extend activities to enhance children's curiosity and understanding and help their learning even further.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 gather more information when children first start about what they already know, can do and enjoy at home and use this information to plan even more precisely for their next steps in learning from the outset  extend activities that promote children's curiosity and understanding to increase the potential for them to achieve at the highest possible level.

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Inspection activities

 The inspector viewed all areas of the childminder's home used by the children and observed the activities in which they took part.  The inspector observed the quality of teaching and assessed the impact this has on children's learning and development.  The inspector observed and evaluated an activity with the childminder.  The inspector looked at the assessments of children's progress and the planning documentation.  The inspector spoke with the childminder and interacted with children present at appropriate times throughout the inspection.  The inspector checked evidence of the suitability of the childminder. She looked at a sample of the childminder's policies and procedures and discussed her plans for improvement.  The inspector took account of the views of a parent expressed through their written testimonial.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is aware of the signs and symptoms of abuse children may present. She fully understands the procedures to follow should she have any concerns about a child's welfare. The childminder implements a range of policies and procedures well. This helps her to keep children safe and promotes their emotional well-being. The childminder has a good knowledge of how other professionals can provide children with any additional support they may require. Good links with other settings children attend enable the childminder to share information about their achievements. The childminder takes into account the views of parents and children and uses these to make improvements to her practice.

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Quality of teaching, learning and assessment is good

The indoor and outside spaces are organised flexibly, so children have the freedom to move around and explore. Adult-led activities match children's next steps in learning well. These successfully meet the children's current interests, challenge them and encourage their deep involvement. For example, toddlers are highly engaged as they help the childminder pick apples, wash them and learn how to peel and cut them into spirals. They demonstrate very good communication and attention skills for their age. They listen intently to the childminder's safety instructions of how to operate a vintage mechanical apple peeler. They quickly work out how much pressure they need to apply to make the handle turn. Toddlers take pride in their achievements. They proudly announce, 'Perfect' as they master hanging up the apple peel for the birds to eat. Effective relationships with parents help to promote children's learning, both in the childminder's care and at home.

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Personal development, behaviour and welfare are good

The childminder is a good role model. Children behave well. The childminder's inclusive practice helps children understand the importance of sharing, supporting their peers and respecting each other's faiths and cultural differences. Children have very good balance and coordination skills. The childminder actively helps them to negotiate space and climb trees and ladders. She teaches them how to do this safely and within their own capabilities. Young children notice natural features in their environment, such as a dandelion. They stop what they are doing, take the time to study it, then make a comment about it being yellow in colour. This shows children are gaining an interest in their environment and learning about growth, decay and change.

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Outcomes for children are good

Children make good progress in their learning and development. They use props creatively as they develop their own role play ideas. For example, they make 'cakes' out of wooden building blocks, then give them to others before inviting them to join their play. Toddlers confidently count in sequence. They count their Wellington boots as they put them on and the number of apples they have peeled. Children enjoy reading books with the childminder and creating their own endings to the story. These skills help to prepare children well for their next stage of learning, such as school.

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Setting details

Unique reference number EY399473 Local authority Lincolnshire Inspection number 1041226 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 9 Total number of places 6 Number of children on roll 13

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Name of registered person

Date of previous inspection 22 February 2016

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Telephone number

The childminder was registered in 2009 and lives in Nettleham, Lincoln. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder's practice is influenced by the Steiner method of educational philosophy.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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