Childminder in Lincolnshire

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

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The provision is good

The childminder welcomes children warmly into her home. Children arrive happy and know the daily routine. They take off their shoes and coats and put them away in an allocated space. This shows that they have a sense of belonging and feel safe and secure.

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The provision is good

The childminder has high expectations of children's behaviour. She reminds them to use good manners and gives them a 'high five' to praise their achievements. The childminder asks children if they can remember the rules and boundaries in her home. Children say that they take off their shoes because 'the house might get muddy'. The childminder explains to them that this is to help keep younger children safe when they crawl on the floor. Children are polite, behave well and develop a sense of right and wrong.

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The provision is good

The childminder is qualified and has a wealth of experience of supporting children's learning and development. Children have a positive attitude to learning. They show delight and enjoyment when they play with new toys that they have asked the childminder to purchase. For example, children show good imaginative skills when they play with a toy shop. They demonstrate an understanding of money and talk about some play food that is 'out of date'. Furthermore, outside, children use stones and toy pots and pans. They pretend to make the childminder tomato soup.

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need to do better?

n The childminder helps children to develop their literacy skills. For example, she encourages them to learn the letters of the alphabet. Children begin to recognise letters in their name. Older children read some captions and labels, such as 'till' and 'shop'. Outside, children use chalk to draw pictures. They talk about what they draw and tell the childminder that they are drawing 'daddy'. n The childminder uses the curriculum to plan activities but also gives children time to explore and investigate on their own. She uses observations and assessments effectively. The childminder knows what children need to learn next and challenges them. For example, when she reads them a story, she encourages them to recognise words that rhyme. She asks children 'what rhymes with more?' and they say 'four'. n The childminder supports children to develop their mathematical skills. For example, she asks them to count objects and compare the number of objects in

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need to do better?

two groups. The childminder helps children learn the meaning of 'half'. Children develop an awareness of numbers and language that describes quantity. n The childminder encourages children to recall past learning. When asked, they remember that cheese, yoghurt and butter are made from milk. This helps to secure their understanding of the ingredients in nutritious foods.

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need to do better?

30 October 2019 n The childminder provides children with activities that help to broaden their experiences. Children learn about the world, including their local community and other countries. For example, the childminder takes children to the park and beach and for train rides. She helps them to learn about their own and other cultures. When the childminder talks to children about an Indian festival, children remember making elephant pictures. n Children have secure relationships with the childminder and demonstrate that they are emotionally secure. They are keen to talk to her about their family and previous experiences. Children take turns in conversations, listen intently and respond positively to adults. n The childminder practises fire drills regularly with children. This helps them learn how to leave the home safely in an emergency. Children show their understanding and say that they need to 'go to the door' and to leave their bags

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need to do better?

and coats. However, the childminder does not always help children to learn about how they can keep themselves safe when they use technology to access the internet. n The childminder shares information with parents about children's learning and achievements. She gives them story sacks to borrow that encourage them to read with their children at home. Parents say that they 'love the activities that are sent home'. This encourages parents to take an active part in supporting their children's development. n The childminder extends her professional development. She attends training courses to help develop her understanding of how to support children's communication and language skills. For example, she uses sign language when she speaks to children, to help develop their understanding of spoken words.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of the signs and symptoms of abuse. She knows where to report any concerns about children's safety or welfare. The childminder carries out safety checks in her home and garden and removes any identified hazards. This helps to provide a safe and secure environment for children to play. The childminder gathers information about who can collect children. She asks for vehicle registration numbers and passwords for people she does not know, so that children do not leave her care with a person unknown to their parents. This promotes children's safety.

p.3

should:

n explore ways to help children develop their understanding of the potential risks when they use technology to access the internet.

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Setting details

Unique reference number 208735 Local authority Lincolnshire Inspection number 10064699 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 to 11 Total number of places 6 Number of children on roll 15 Date of previous inspection 19 April 2016

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Information about this early years setting

The childminder registered in 1997 and lives in Lincoln. She operates all year round from 6.30am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three-year-old children.

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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 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. 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 took account of the views of parents through reading the written feedback provided.

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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

30 October 2019 30 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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