Childminder EY476853

Inspection date 26 March 2019 Previous inspection date 23 March 2016

p.1

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

p.1

This provision is good

n The childminder reflects on her provision. She gathers feedback from parents and her co-childminder to help identify improvements. Recent changes to the way she gathers information from parents enable her to find out about children's achievements at home. This helps her to support children's interests. n Children make very good progress in their mathematical development. For example, younger children confidently count to 10 in both English and German. n The childminder supports children who speak English as an additional language well. She uses some words in children's home language when she speaks to them. Children are confident and demonstrate a strong sense of belonging in the childminder's care. n The childminder visits parents and children in their home prior to them attending. She gathers valuable information about children's prior learning and care routines. This helps to promote children's health, well-being and learning from the start.

p.1

This provision is good

n The childminder supports children to manage their feelings and emotions, particularly when the routine of the day changes. For example, she gives children time to finish what they are doing before moving on to other activities, such as mealtimes. Children know what is expected of them and behave well. n The childminder observes children and assesses their development. She identifies what children need to learn next. Children make good progress from their starting points in learning. n Occasionally, during planned activities, the childminder does not encourage older children to gain as much as possible from their learning. n The childminder does not share enough information about children's care and learning with schools they will attend.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n strengthen the planning of activities to help older children to learn as much as possible, to help raise outcomes even higher n build stronger partnerships with schools and share more information about children's learning to enhance continuity in their care and learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors, 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 and working in the household. n The inspector spoke to children about their enjoyment of activities. n The inspector took account of the views of parents through reading the written feedback provided.

p.2

Effectiveness of leadership and management is good

The childminder keeps parents informed about what their children are learning and achieving. She talks to parents about what children need to learn next and encourages them to continue to support their children's learning at home. Parents comment favourably about the childminder. They say that she has helped to develop their children's language and communication skills. Safeguarding is effective. The childminder has refreshed her knowledge of child protection issues. She knows the correct procedure to follow if she has any concerns about children's safety or welfare. The childminder completes safety checks of the home. This helps to ensure children play in a safe environment. The childminder is proactive in sourcing ways to keep her knowledge of childcare up to date to help support children's continued progress. For example, she has attended training to deepen her understanding of supporting children to recognise the

p.3

Effectiveness of leadership and management is good

sounds that are represented by letters of the alphabet. Children make very good progress in their literacy skills.

p.3

Quality of teaching, learning and assessment is good

The childminder holds a childcare qualification at level 3 and has a good knowledge and understanding of how children learn and develop. She promotes children's personal and social development well. For example, she asks children to join in singing a welcome song with others. Children learn the names of the other children in the group and demonstrate positive relationships with them. The childminder provides opportunities for children to learn about the world, such as diversity and other cultures. For example, she encourages children who speak English as an additional language to share their home language with other children. Children develop an understanding of the different languages that people speak around the world.

p.3

Personal development, behaviour and welfare are good

The childminder promotes children's physical health and safety effectively. She ensures that the food and drinks she provides for them are healthy. Children enjoy fresh air and exercise daily. They learn about how to keep themselves safe. The childminder talks to children about road safety when she walks with them in the street. She encourages children to manage risks in their play. For example, the childminder gives them a knife to cut up fruit. This helps children learn how to use tools safely. They develop strong attachments with the childminder and demonstrate that they are emotionally secure. The childminder offers children a good range of toys and resources. Children confidently access these, independently following their interests.

p.3

Outcomes for children are good

All children, including those in receipt of funding, make good progress in their communication and language skills. Children demonstrate good listening skills and understand the questions that are asked of them. Older children exceed typical levels of development for their age in their literacy skills. They show an awareness of the way stories are structured, anticipate key events and join in with repeated phrases. Children develop key skills in readiness for their move on to school.

p.3

Setting details

Unique reference number EY476853 Local authority Lincolnshire Inspection number 10075894 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 23 March 2016

p.4

Registers

The childminder registered in 2014 and works from the home of her co-childminder in Lincoln. She operates all year round from 8am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

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.

p.4

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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

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

p.5