Ashby, Lisa Louise

Inspection date 5 August 2019 Previous inspection date 20 June 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 Children make good progress from their different starting points. The childminder completes accurate assessments of children's learning. She identifies their current stage of learning and targets any areas for further development. n The childminder has high expectations for all children. She is eager for them to progress well and provides a wide range of extremely stimulating learning experiences. n The environment is well organised. Children have access to a good range of age- appropriate resources to meet their individual interests and to lead their own play. n The childminder promotes healthy lifestyles well. For instance, she helps to ensure that children follow good hygiene routines and provides them with nutritious meals and snacks. n The childminder sensitively reinforces positive behaviour. This encourages children to manage their feelings and frustrations and helps to support their emotional well-being.

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This provision is good

n The childminder provides parents with a written summary of the progress check for children between the ages of two and three years. They share this with other professionals to support children's future learning and development. n The childminder skilfully models language throughout the day. She instinctively repeats words to promote children's clear speech and listening skills. n The childminder does not always allow children enough time to think and respond when asking them a question. n The childminder does not make the most of professional development opportunities to strengthen her good teaching skills to the highest level.

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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 extend professional development activities and focus more precisely on developing teaching skills to an even higher level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching and activities, and assessed the impact this has on children's learning. n The inspector reviewed relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of adults living on the premises. n The inspector spoke with childminder and the children at appropriate times throughout the inspection. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector took account of the written feedback provided by parents.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder is aware of the possible signs of abuse and neglect. She knows the action she must take if she has any concerns about a child's welfare. The childminder helps to ensure that her home is safe. She completes daily risk assessments of her home and garden. The childminder reviews her practice and takes parents' and children's views into consideration. For example, following a review of her resources, she has decided to increase the number of toys made from natural materials such as wood. Written comments from parents show that they are happy with the childminder. They comment on the fantastic day the children experience with her and the good progress they are making.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and experienced. She uses her skills and knowledge to provide plenty of opportunities for children to follow their interests. For example, children relish opportunities to explore the nurturing environment. They enjoy taking part in activities linked to themes, such as mini-beasts. The childminder builds on the children's vocabulary. She describes how a snail moves, leaving a trial of slime as it slides across the surface. The childminder weaves counting into the conversation. They count the spots on the ladybird in sequence and talk about the colours and shapes of the mini-beasts. The childminder joins in with children's play and follows their lead. She encourages them to solve problems for themselves. For instance, as children build a railway track, she asks them questions to work out different ways to make a complete circuit.

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Personal development, behaviour and welfare are good

The childminder works well with parents to support children's personal care needs. She asks parents to share information about their child's routines, likes and dislikes. Children settle well and develop a strong sense of belonging. The childminder provides reassurance and is always ready to offer support for children. This helps them to form close attachments with her. Mealtimes are social occasions. Children sit at the table while eating their food. They develop their hand-to-eye coordination and independence by using utensils to feed themselves. The childminder is a positive role model. She demonstrates good manners and supports children to learn important social skills. For example, children learn to share and taking turns with each other's toys.

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Outcomes for children are good

Children learn to persist at tasks because they are curious and keen to learn. They make at least expected progress in their learning and some exceed expectations. Children take pride in their achievements and appreciate the praise and support they receive. Their early reading and writing skills develop well. They choose the books that interest them and are beginning to understand that print has meaning. Older children can write and sound out the letters in their name. They become confident in using mathematical language to describe size and quantities. This prepares children well for the next stage in their learning.

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Setting details

Unique reference number EY339978 Local authority Lincolnshire Inspection number 10073735 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 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 20 June 2016

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Registers

The childminder registered in 2006 and lives in North Hykeham, Lincoln. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare 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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