Tebb Elizabeth Karen

Inspection date 25 June 2019 Previous inspection date 2 May 2018

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This inspection: Good 2

Previous inspection: Requires improvement 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 continually strives to improve her setting. She regularly seeks the views and ideas of parents and children to help her identify where improvements can be made. Parents comment that their children are happy in the care of the childminder and enjoy the wide range of activities she provides. n The childminder is reflective. She has addressed the actions and recommendations from the previous inspection. The childminder has implemented effective systems for observation, assessment and planning, to help her monitor children's progress. n The childminder provides a well-organised environment both inside and outdoors. She offers a large choice of easily accessible resources. Children express their preferences with confidence and follow their interests as they play. n The childminder gives children lots of praise and encouragement. This helps children to develop 'can-do' attitudes and to build high levels of self-esteem.

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This provision is good

n The childminder has successful partnerships with other settings children attend. She shares information about children's progress and finds out what they are learning. The childminder uses this information to support children's progress. n The childminder does not consistently give children the time that they need to think and respond to her questions. n The methods to engage parents in their children's learning are not as successful as possible.

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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 provide time for children to think and respond to questions and comments n strengthen information sharing with parents about their children's individual next steps for learning and how they can support learning at home.

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What the setting needs to do to improve further

n The inspector took the written views of parents into account. n The inspector observed the quality of teaching during activities 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 spoke to the childminder and children at appropriate times throughout the inspection. n The inspector checked evidence of the suitability of all household members over 16 years of age and the qualifications of the childminder.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder maintains a secure knowledge of child protection issues. She knows the correct procedures to follow if she has any concerns about children's welfare. The childminder supervises children closely and minimises risks in her home to help keep children safe. The childminder teaches children how to stay safe and about the potential risks when using tools, such as scissors. The childminder accurately records the details of any accidents and injuries that children have while in her care and at home. The childminder takes a proactive approach to keep her knowledge up to date and maintain her good-quality teaching. She researches information online and regularly meets with other childminders. This helps her to share ideas and discuss best practice.

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Quality of teaching, learning and assessment is good

The experienced childminder knows the children in her care well. She has a good knowledge of the skills they need to develop next. The childminder notes children's current interests and uses these well to engage them in their learning. Following a trip to a farm, the childminder plans activities that build on the children's interest in animals. Children match pictures of baby animals to their parents. The childminder encourages children to talk about the animals they saw at the farm. They comment on the fact that pigs are 'a bit smelly' and they talk about the different food that the animals like to eat. The childminder listens carefully to what children say and introduces new words, such as 'foal'. This helps build on children's growing vocabulary.

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Personal development, behaviour and welfare are good

There are warm attachments between the children and the childminder. Children behave well. They understand the boundaries that the childminder sets and are keen to help put the toys away before getting something new out. Children learn to be kind, caring and polite. They benefit from fresh air and daily exercise when they access the childminder's well-resourced garden. Children have good opportunities to learn about the natural world. They excitedly help the childminder to gather eggs from the chickens that she keeps in her garden. Children confidently explain that chickens lay eggs and the eggs hatch into chicks that grow into chickens.

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Outcomes for children are good

Children are ready for the next stage in their learning and eventual move on to school. They communicate well. Children confidently engage in conversation with the childminder and visitors. They handle books with care and listen attentively to stories. Children concentrate as they complete puzzles, which helps to develop their small- muscle skills. They confidently count how many eggs the chickens have laid and use numbers in their play. Children develop good independence in their self-care and hygiene routines.

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Setting details

Unique reference number 208807 Local authority Lincolnshire Inspection number 10084916 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 - 15 Total number of places 6 Number of children on roll 11 Date of previous inspection 2 May 2018

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Registers

The childminder registered in 2000 and lives in Lincoln. She operates all year round from 7.30am until 6pm, Monday to Friday, except 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

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

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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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