Walker, Julie Natalie

Inspection date 10 July 2019 Previous inspection date 11 February 2016

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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 tracks and monitors the progress of children. She can identify gaps in their learning and provides additional support if required. Children make good progress from their starting points. n The childminder provides a broad range of interesting experiences for all children. For instance, they have trips to local parks and ones further away that provide bigger and more stimulating physical challenges. n The childminder is good at following children's lead. She uses opportunities during children's self-chosen play to extend their learning. Even very young children show good levels of engagement and enthusiasm in activities and with resources. n The childminder values the first sounds and words that young children make. She repeats them back and asks simple questions, which supports children to learn about how conversations work. The childminder speaks clearly, repetitively and narrates what

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This provision is good

children are doing. Therefore, children develop good communication skills. n The childminder is very attentive and responsive to children's individual needs. Feedback from parents is positive and they comment on how happy they are about the good progress their children are making. Parents say they are pleased with how quickly their children settle and develop new skills. n Young children do not always have a wide range of materials to use to help them to develop their exploration and sensory experiences. n The childminder's current self-evaluation processes are not fully focused on raising the quality of practice to the highest levels.

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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 review and improve the range of experiences young children have to explore a variety of sensory resources n strengthen the current self-evaluation systems and target areas for improvement more precisely to help drive development forward to the highest possible levels.

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What the setting needs to do to improve further

n The inspector had a tour of the areas of the home used for the childminding provision. The inspector took into account the written views and comments of parents. n The inspector sampled a range of documentation, including suitability checks, policies and procedures and children's developmental records. n The inspector observed the interaction of the childminder and the children and the impact the teaching has on their learning and development. n The inspector spoke with the childminder and the children at appropriate times throughout the inspection. The inspector also discussed the arrangements for the safeguarding of children and the childminder's reporting procedures. n The inspector spoke to the childminder about her professional development and how she evaluates her provision.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge of child protection issues and maintains this knowledge, for example, by attending safeguarding training. She knows the correct procedures to follow if she has concerns about a child's welfare. The childminder monitors and supervises children closely to make sure she keeps them safe and secure. The childminder enhances her ongoing professional development. She makes good use of networking opportunities with other childminders and attends training. The childminder recognises the positive impact that training has on practice. For example, a course on 'positive play' gave her new messy-play ideas for the children to engage in. The childminder has formed good links with local pre-schools to help provide continuity of care and learning for children.

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Quality of teaching, learning and assessment is good

The childminder ensures she can meet children's needs right from the start. She works closely with parents to find out about children's interests and prior learning. She values this information and uses it to immediately start planning for children's next steps in learning. The childminder observes children regularly and has a good grasp of each child's interests. The childminder supports the physical and social development of babies. For example, she introduces action and rhyme songs that they can sing and act out together. The childminder is a good teacher. She involves older children in discussions to widen their vocabulary and to help them to express their own ideas. She tailors her interactions in children's play and helps them to practise their developing skills. For example, the children are keen to initiate their own games, such as rolling cars down a garage ramp. She praises them and they are very proud of their achievements.

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Personal development, behaviour and welfare are good

The childminder encourages children to eat nutritious snacks and meals to help them learn about making healthy choices. This supports their growth and their early awareness of a healthy lifestyle. The childminder recognises children's preferences and supports their emotional development well. For example, she soothes young children in different ways when they are settling down for their naps. Older children help the childminder with tasks. For example, they help her to tidy the toys away when they have finished playing with them. The childminder explains to children the reasons why rules are in place. This helps them to develop their understanding of safety. Children learn about their own families and their local community.

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Outcomes for children are good

Babies have a keen awareness of the world around them. They show an interest in the different sounds the musical instruments make and enjoy playing repetitive games, such as pat-a-cake. Children enjoy attending a variety of groups where they interact with friends and enhance their personal, social and emotional skills. Children have good mathematical skills. They recognise simple shapes in the environment and demonstrate an awareness of number in their play. Older children identify the colours of beads they are sorting into groups. Children develop key skills for future learning in readiness for the move onto nursery or school.

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Setting details

Unique reference number EY356160 Local authority Lincolnshire Inspection number 10073924 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 - 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 11 February 2016

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Registers

The childminder registered in 2007 and lives in Lincoln. She operates all year round from 7.30am until 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

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