Davis, Gemma

Inspection date 20 June 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 The childminder supports younger children's communication and language skills well. For example, she asks younger children to find objects and to make the same sounds as animals. Children listen, follow instructions and develop their speaking skills. n The childminder gives children plenty of praise for their achievements, helping to raise their self-esteem. Children behave well and show that they value the praise they receive. n Children reach at least typical levels of development for their age. Younger children make very good progress in their physical skills. For example, they throw and kick a ball and demonstrate their balance and coordination. n The childminder gathers feedback from parents to help reflect on her practice. Recent changes to the toys and resources in her garden offer children further opportunities to develop their learning. This is particularly beneficial for children who prefer to learn

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This provision is good

outdoors. n The childminder offers children settling-in sessions when they first start. This helps them to become familiar with the childminder and her environment. The childminder finds out information from parents about children's care needs, such as comforters and sleep patterns. This helps her to promote children's emotional well-being. n The childminder does not fully explore different ways to help her build even further on her professional development, to help support children to make even better progress. n Overall, the childminder works closely in partnership with parents. However, she does not consistently work with all parents to support their children's learning at home.

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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 strengthen professional development to help raise the quality of teaching even further n consistently offer parents support to help them to develop their children's learning at home.

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What the setting needs to do to improve further

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 reviewed relevant documentation and evidence of the suitability of persons living 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 discussion and reading the written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the signs and symptoms that may suggest a child is at harm. She knows where to report concerns about children's safety or welfare. The childminder gathers information from parents about who can collect their children. She asks for photographs of people she does not know so children do not leave her care with a person unknown to the children's parents. This promotes children's safety. Parents comment positively about the childminder and the service they receive. They say that she introduces new activities and experiences for children and encourages them to learn through play.

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Quality of teaching, learning and assessment is good

The childminder is qualified and has a good understanding of how children learn. When children first start, she gathers information from parents about children's prior learning. This helps her to find out what children already know and can do, so she can support children to make good progress from the start. The childminder observes and monitors children's learning closely and identifies what they need to learn next. She encourages younger children to develop an awareness of numbers. For example, before she puts on their socks, she counts their toes. Children hear numbers in everyday routines. The childminder supports babies and very young children to develop their physical skills. For example, she holds on to their hands and encourages them to walk when they begin to show confidence in standing. The childminder places objects slightly out of babies' reach to help encourage them to move towards objects.

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Personal development, behaviour and welfare are good

The childminder offers children a range of toys and resources that are appropriate for their age and stage of development. These are organised well to meet children's individual needs. For example, toys are stored at a low level for children to access, promoting their independence. Children demonstrate a positive relationship with the childminder. They sit on her knee to listen to a story. Younger children lift their arms to be picked up. The childminder encourages children to build relationships and to play cooperatively with others. Children smile and laugh together when they move up and down on a see-saw. The childminder encourages children to try new foods to promote a healthy diet. For example, she introduces different foods into children's play, so they are able to feel and taste different textures.

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Outcomes for children are good

Children make good progress in their development from their starting points in learning. Younger children begin to demonstrate their creative skills. They show an interest in the marks they make, for example, when they use chalk. Younger children use their senses to explore different textures, such as cereal, wood and plastic. Children use wooden spoons to bang on pots and pans. They learn how sounds can change. They develop skills for future learning and their eventual move on to school.

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Setting details

Unique reference number EY547922 Local authority Lincolnshire Inspection number 10107409 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 0 - 1 Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Lincoln. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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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