Smith, Suzanne

Inspection date 15 January 2019 Previous inspection date 6 July 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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This provision is good

n The childminder provides a homely and stimulating environment. She is a good role model, she takes her time to listen to the children and responds lovingly. The childminder has high expectations of children and supports them to develop an awareness of managing their own behaviour. n Children learn important skills which will support them in their next stages of learning. For example, they learn to direct their own play and independently gather the resources they need for this. Children benefit from the routines that the childminder has put in place. For example, they know that it is time to have snack after they tidy up. n Children form positive emotional attachments with the childminder and their peers. The childminder offers regular praise and encouragement to the children. This contributes to children's positive self-esteem and self-worth. Children behave very well. n The childminder gathers information about the children from parents to help them feel

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This provision is good

safe and secure. She follows their home routine closely. Children benefit from the continuity of care that they receive from the childminder. They are very happy, content and relaxed in the childminder's care. n The childminder completes ongoing assessment and monitoring of children's learning. She uses this information about children's abilities and interests to underpin her planning and teaching. Children are engaged and motivated to learn. For instance, younger children delight when the childminder sings to them and respond by shaking their instruments. n Although the childminder reviews the quality of her provision, she does not gather and reflect upon the views of parents to continually drive the improvement of the service that she provides.

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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 explore ways to improve the systems used for gathering the views of parents to drive continual improvement to the service provided.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises and viewed all areas that are used when caring for children. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector samples various documents, including children's learning records, risk assessments and a selection of policies and procures. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of child protection and wider safeguarding issues. She is confident in her knowledge of the signs of abuse and knows exactly what to do if she were to have concerns for a child's welfare. The childminder completes regular training, including attendance on courses, such as first aid, safeguarding and the 'Prevent' duty guidance. She uses information from training to update her policies and this helps to keep the children safe. The childminder accurately risk assesses, to ensure the premises are safe and risks are minimised. The childminder gathers relevant information from parents when children first start to help identify their children's ability, individual needs and routines. Parents speak highly of the childminder and are particularly impressed with how well their children settle.

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Quality of teaching, learning and assessment is good

The childminder carefully weaves children's interests into planned activities. She skilfully finds ways to adapt activities to incorporate children's individual needs and support their next steps. For example, during an activity she encourages young children to explore different colours of paint, while older children mark make various shapes. Children demonstrate an early understanding of mathematics. For example, when a child was building with blocks, the childminder gently counts with them as the tower gets higher and higher. The childminder encourages children to join in with each other's play and interacts purposefully with them. She extends children's language skills effectively. She talks to children about what they are doing, asks questions and repeats key words for younger children to copy.

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Personal development, behaviour and welfare are good

The childminder has created a welcoming and exciting environment, indoors and outside. Children are given the freedom to explore and discover in their own way, with the support of the childminder close by. Children develop a good understanding of the local community. For example, the childminder takes them on visits to nursing homes, libraries and nature parks. They regularly meet up with other childminders and have the opportunity to mix with other children in a larger group. The childminder successfully supports children's physical skills. Children are provided with opportunities to be active in the childminder's large garden and during visits to sensory soft play centres. The childminder is loving and responsive to their needs. For example, children snuggle into her when they are tired.

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Outcomes for children are good

Children develop good social skills. They form good relationships with the childminder and each other. Children are highly motivated and keen to join in activities. They make good progress in all areas of their development from their starting points. All children gain the skills required to help them with their next stages in learning and development. They are supported to acquire good independence skills, such as taking off their coats and shoes when they come in from outside.

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Setting details

Unique reference number EY280354 Local authority Lincolnshire Inspection number 10064651 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 - 8 Total number of places 6 Number of children on roll 5 Date of previous inspection 6 July 2015

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Registers

The childminder was registered in 2004 and lives in Lincoln. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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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