Childminder 208613

Inspection date 23 July 2019 Previous inspection date 27 March 2015

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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 supports children's literacy skills effectively. For example, she sings nursery rhymes with them, helping them to hear words that rhyme. The childminder encourages children to recognise sounds that represent letters of the alphabet. n The childminder works in partnership with schools that children will attend. For example, she shares information with teachers about children's learning and development. The childminder takes children to attend special events at the school. This helps them to become familiar with the environment and teachers. n The childminder gathers information from parents about children's interests at home. This helps her to plan for children's learning. Parents comment positively about the care and learning their children receive. They talk about how confident their children are in the childminder's care. n The childminder encourages positive behaviour. For example, she gives children a 'high

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This provision is good

five' to praise their achievements and reminds them to use good manners. Children are polite and behave well. n The childminder visits children in their home prior to them starting. This helps her to form secure relationships with parents and children. Children settle quickly. n Children reach typical levels of development for their age. They make good progress in their physical development. For example, children move their bodies in different ways to action songs. n The childminder does not always allow enough time for the children to think and respond when she asks them questions. n The childminder does not consistently support children to extend their awareness of how effective hygiene practices contribute towards their good health.

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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 give children more time to respond to questions, to build on their thinking skills and extend their learning further n provide more consistent opportunities for children to develop their awareness of how effective hygiene practices contribute towards their good health.

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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 and her assistant. 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 spoke to several parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant have a good understanding of the signs and symptoms of abuse. They know where to report any concerns that may arise about children's safety and welfare. The childminder supports her assistant's practice well. She talks to her about children's individual needs. The childminder encourages her assistant to extend her professional development. For example, she completes courses on the internet to secure her understanding of how to keep children safe. The childminder attends training courses. This helps to develop her understanding of how to promote healthy eating. For example, she encourages children to try different foods.

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Quality of teaching, learning and assessment is good

The childminder is qualified and demonstrates a good understanding of how children learn. She uses observations and assessments to identify what children need to learn next. The childminder shows younger children how to use scoops to fill bottles. Children copy her and demonstrate good hand-to-eye coordination. The childminder provides fun activities that help children to develop their mathematical skills. For example, when children count to 10, she asks them to reach up high when they say odd numbers and down low when they say even numbers. This helps children to develop their understanding of differences in numbers. The childminder has made changes to the environment since her last inspection. For example, she has increased the range of resources, such as toy mobile telephones and keyboards. This helps children to develop their understanding of technology.

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Personal development, behaviour and welfare are good

The childminder promotes children's safety when they play in hot weather. For example, she ensures that children wear hat and sun cream and stay hydrated. The childminder provides opportunities for children to develop their social skills. One instance of this is when she invites other childminders with their minded children to join in group activities. This encourages children to take turns with others and to make relationships. The childminder offers children toys and resources that are organised to meet children's needs. For example, she provides toys at a low level for children to access, promoting their independence.

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Outcomes for children are good

Children make good progress from their starting points in learning. This includes children who are in receipt of funding. They develop key skills in preparation for their move on to school. Children show good mathematical skills. They use language to describe quantity and measure. For example, when younger children fill bottles with sand, they say words such as 'biggest', 'more' and 'full'. Children are creative and demonstrate good imaginative skills. When they play with rice, they pretend to make a cake. Children confidently talk about their needs and wishes. They demonstrate good relationships with the childminder and show that they are emotionally secure.

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Setting details

Unique reference number 208613 Local authority Lincolnshire Inspection number 10106194 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 2 - 3 Total number of places 6 Number of children on roll 6 Date of previous inspection 27 March 2015

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Registers

The childminder registered in 1995 and lives in Gainsborough. She operates all year round from 8.15am until 5pm on Tuesday, Wednesday and Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and occasionally works with an assistant. She provides funded early education for two-year- old children.

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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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