Childminder 208995

Inspection date 9 October 2018 Previous inspection date 24 April 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder supports children's learning well. She plans activities that children enjoy and allows children time to explore their own interests through self-chosen play. Children make good progress in their development. n The childminder works well in partnership with other early years settings children attend and the schools they move on to. She exchanges information about children's interests and abilities and complements the experiences children receive. n The childminder evaluates her provision well. She gathers the views of parents to help her identify how to make changes to improve outcomes for children. Parents help the childminder to increase the range of role-play experiences for children. The childminder extends the range of sensory resources for babies and younger children to enable them to explore and investigate. n Children behave well. The childminder has rules and boundaries in her home and

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The provision is good

consistently reinforces these. This helps children to know what is expected of them. n Children talk confidently to the childminder. They use good manners and demonstrate good listening and attention skills. n The childminder takes children to toddler groups to encourage them to develop their social skills. Children learn how to play cooperatively with others.

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It is not yet outstanding because:

n Although the childminder talks to children about road safety when walking in the street, she occasionally misses opportunities to help children extend their understanding of how to keep themselves safe in the home. n The childminder does not target precisely continuous professional development to help raise her teaching practice to the highest level.

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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

n help children to take even more responsibility for managing risks and expand their awareness of hazards n strengthen the programme for professional development that focuses more precisely on raising the quality of teaching to an outstanding level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children. n The inspector took account of the views of parents and other early years settings through reading the written feedback provided.

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Effectiveness of leadership and management is good

The childminder shares information with parents about their children's daily routine and activities they have enjoyed. She gives parents guidance to help them to develop children's learning further at home. The childminder talks to parents about providing their children with a mirror when they eat, to encourage them to close their mouths. Safeguarding is effective. The childminder knows her responsibilities to keep children safe. She uses safety equipment when walking with children in the street and in her home to stop children from accessing certain rooms unaccompanied. This helps to promote children's safety.

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Quality of teaching, learning and assessment is good

The childminder plays alongside children and observes children as they play. She regularly monitors the progress they make and identifies how she can support them next in their learning. The childminder knows what children like to do. She encourages children to play a game together and to match buttons to colours in a picture. This helps children to develop their mathematical skills. The childminder praises younger children's achievements, for example, she claps her hands. This helps to raise children's self- esteem and encourages them to keep trying. Children talk confidently to the childminder. The childminder asks children a good range of questions, helping them to develop their thinking and problem-solving skills. The childminder provides opportunities for children to explore natural materials. Children use conkers in paint to make marks on paper.

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Personal development, behaviour and welfare are good

The childminder helps children to learn about the different textures of food, allowing them to explore using their mouths and hands. Children learn how food grows, for example, when they help the childminder to plant and water peppers in the garden. The childminder talks to children about whether certain foods need cooking before they are eaten. Children help the childminder to grow sweet peas and pick the flowers to take home for their parents. They learn about growth and decay over time. The childminder provides children with opportunities to learn about their local community. She takes them to parks and soft-play centres that helps children to develop their physical skills. The childminder promotes children's independence well. She encourages them to manage their clothes after using the toilet and to wash their hands.

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Outcomes for children are good

Children demonstrate that they are emotionally secure and develop strong relationships with the childminder. They are motivated to learn and make good progress from their starting points in learning. Children enjoy completing puzzles, developing their problem- solving skills. They negotiate turning pieces of the puzzle around to make them fit together. When children brush oil on to curly kale before it is cooked, they talk about how the oil looks like 'juice' and 'water'. This shows children making comparisons in their life experiences. Children learn key skills for their move on to school.

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Setting details

Unique reference number 208995 Local authority Lincolnshire Inspection number 10071011 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 24 April 2015

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Registers

The childminder registered in 1998 and lives in North Hykeham. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year- old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 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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Registers

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Registers

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Registers

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Registers

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