Childminder EY544432

Inspection date 7 May 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 All children make good progress from their starting points. The childminder plans exciting activities that engage children. For example, they sharpen their mark-making skills as they paint pictures of owls. n The childminder provides a welcoming and nurturing environment. She is calm and well mannered. Children are happy and settled in her care. n The childminder promotes children's communication and language skills particularly well. She models language and extends children's vocabulary. She engages children in meaningful discussions and asks children skilful questions, giving them plenty of time to think and respond. n The childminder completes regular observations of children's learning. She carries out assessments and monitors progress to ensure children are moving forward in their development. n Partnerships with parents are very good. Parents speak highly of the childminder. However, she does not gather enough information from parents when children first

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This provision is good

attend. The childminder does not have a detailed understanding of children's abilities on entry. n The childminder is reflective. She seeks the views of parents and children effectively to help identify improvements. For example, she recently purchased word books to support older children's literacy development. However, the childminder does not seek highly focused professional development opportunities to help achieve high-quality teaching practice and improve outcomes for children.

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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 obtain more information from parents about their children's learning when they start attending to accurately plan for each child n build on the arrangements for professional development to focus more precisely on raising the quality of teaching to a higher level.

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What the setting needs to do to improve further

n The inspector had a tour of the premises with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector observed the quality of the childminder's interactions with children. The inspector evaluated an activity and children's learning with the childminder. n The inspector viewed feedback from parents and children and took account of their views. n The inspector sampled a range of documentation, including suitability checks for household members, children's records and policies and procedures.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role to keep children safe from harm. She knows what to do should she have any child protection concerns. The childminder conducts daily risk assessments. This helps her to identify and minimise any potential hazards to children's welfare. The childminder provides a range of interesting and stimulating experiences. For example, young children giggle with delight as she paints their hands. Children enjoy their early mark-making experiences. The childminder has developed good relationships with the local school teachers. She communicates regularly with them to share information and to provide continuous support in children's learning.

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Quality of teaching, learning and assessment is good

The childminder supports children well to develop good speech and language skills. She introduces new words, such as 'squidgy', to extend children's vocabulary. The childminder teaches children about the wider world around them. For example, children explore nature in local woodlands. They meet with another childminder at a local farm park. The childminder uses mathematical language in everyday conversations and helps children learn that print has meaning. For example, children trace numbers with their fingers while looking at counting books. The childminder promotes children's literacy skills well. They enjoy looking at books and talk about the characters of their favourite stories and rhymes.

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Personal development, behaviour and welfare are good

The childminder forms secure attachments with the children. She knows children well and quickly responds to their needs. This helps to support children's emotional well- being. They are confident and at ease in the childminder's care. Children are independent and play well together. They make up games and take turns in their play. The childminder sets clear, age-appropriate house rules. She gently reminds children of these rules throughout the day, such as using good manners, being kind, sharing and taking turns. This helps children develop good social skills and behave well. The childminder places a good focus on supporting children's growing independence. As a result, children show confidence in carrying out routine tasks and learn to manage their personal care routines.

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Outcomes for children are good

Children are well prepared for their next stages of learning and gain skills for their eventual move to school. They are independent and do things for themselves. Children make decisions in their play. They choose what they would like for their snack. Children learn to communicate effectively and seek help when they need it. They show an interest in early mathematical skills. For example, they count their fingers and talk about the size of hand prints. Children demonstrate a good level of progress from their individual starting points. Babies gain increasing confidence to explore their surroundings. They use the low-level furniture to practise standing and taking small steps.

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Setting details

Unique reference number EY544432 Local authority Lincolnshire Inspection number 10099550 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 14 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Dunholme, Lincolnshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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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

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 .

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Registers

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Registers

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Registers

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

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