Childminder 209288

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

The childminder knows the children she cares for very well and offers them a welcoming, home-from-home environment. She talks to children about their family and special events in their lives, such as birthdays. This helps children to feel valued. Children develop strong relationships with the childminder. They go to her for cuddles and reassurance and sensitively rest their head next to hers. Children are happy and demonstrate that they feel very safe and secure.

p.2

The provision is good

Children show a positive attitude to learning. They demonstrate their understanding of the daily routine, for example taking off their shoes and coats when they arrive. This contributes to children's sense of belonging in the childminder's home.

p.2

The provision is good

The childminder has high expectations of children's behaviour. For example, she talks to them about the possible consequences of their actions. The childminder reminds children to use good manners. They behave well, are polite and know what is expected of them.

p.2

The provision is good

The childminder plans fun and unique opportunities for children to learn about nature. For example, she takes them for walks in woods where they collect leaves and sticks. Children also visit a local café with the childminder. They excitedly say that they go for 'toast and jam'. This helps children to learn about their local community.

p.2

need to do better?

n The childminder uses her curriculum to enhance opportunities for children. For example, she takes them to toddler groups where they mix with other children of a similar age. Children learn how to adapt their behaviour to different social situations. This helps to prepare them well for their move on to school. n The childminder shares information about children's development with other early years settings and schools they also attend. She lends some of her resources to schools to help enhance children's experiences. This contributes to the consistency for children's learning and interests. n The childminder shares information with parents about their children's achievements. However, she does not consistently offer them ideas about how they can develop their children's learning further at home. n The childminder carries out regular fire drills with children. This helps them to learn how to keep themselves safe and to evacuate her home safely in an

p.2

need to do better?

emergency. Children demonstrate their understanding of the procedure to follow. They point to the door they will exit, if there is a fire. n The childminder is well qualified and has high expectations of children's learning.

p.2

need to do better?

25 October 2019 She provides them with activities that help to further their learning. The childminder encourages children to extend their mathematical skills. For example, when children play with coloured balls, she asks them to sort them into colours. This is developed further when the childminder asks children to count objects, such as the number of dolls they put into a box. They confidently count to seven and show a good understanding of numbers. n The childminder extends her professional development. This helps her to develop her understanding of how to provide opportunities for children to learn about diversity in the world. For example, she talks to them about different cultures, such as the festival of light. Children are offered experiences that broaden their interests and skills, for example trying foods and using cutlery from other countries. n The childminder asks children to carry out simple tasks. They listen, follow

p.2

need to do better?

instructions and are keen to tidy toys away in readiness for other activities. This helps to give children a sense of responsibility. n The childminder does not always provide opportunities for children to learn about the benefits of healthy eating. n The childminder is skilled at helping children to develop their communication and language skills. She asks them a good range of questions. This helps children to develop their thinking skills. When children play with toy dolls and furniture, the childminder talks to them about a bunk bed. She explains that one person sleeps at the bottom and one at the top. This also helps to develop children's understanding of concepts. n Parents comment positively about the childminder. They say that she has a 'lovely manner with all the children' and that 'she is kind, calm and patient'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends child protection training. This keeps her knowledge up to date about the wider aspects of child protection, such as protecting children from extreme views and ideas. The childminder has a good understanding of the signs of abuse and where to report any concerns she has regarding children's safety or welfare. She checks her home and removes any identified hazards. This helps to provide a safe place for children to play.

p.3

should:

n consistently offer parents ideas about how they can continue to develop their children's learning at home n strengthen opportunities for children to develop their understanding of healthy eating.

p.3

Setting details

Unique reference number 209288 Local authority Lincolnshire Inspection number 10072549 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 14 Date of previous inspection 15 March 2016

p.4

Information about this early years setting

The childminder registered in 1993 and lives in Market Deeping, Peterborough. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She provides funded early education for three-year-old children.

p.4

Inspection activities

n The inspector toured areas of the premises that children use. n The inspector observed the quality of teaching during activities indoors 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 throughout the inspection. n The inspector took account of the views of parents through reading the written feedback provided.

p.4

Inspection activities

We carried out this inspection 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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Inspection activities

25 October 2019 25 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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