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 Inadequate

p.1

The provision is good

Children are very curious and eagerly explore their environment and become deeply involved in their own learning and chosen play. The childminder and her assistants have high expectations for all children, who benefit from a high-quality educational programme of activities and experiences that the childminder and her assistants provide. Children access a wide range of natural and real-life toys and resources to support their overall learning and development.

p.2

The provision is good

Children are happy and thoroughly enjoy their time at the childminder's home. They confidently explore activities that are easily accessible and attractively presented to them. For example, Christmas treasure baskets presented on the floor entice children to find out what is in them. Children enhance their sensory development. They touch, smell and shake the objects. Children excitedly share what they have found with their friends. They offer their friends the opportunity to smell the cinnamon pots and work together to place small Christmas trees alongside the wooden train track. Children play harmoniously with one another and have a positive attitude to, and extending, their own learning.

p.2

The provision is good

Children understand how to keep safe. For example, they know to wear hats, coats and gloves to keep warm when they play outside in the frosty weather. They understand to adhere to familiar routines, such as handwashing. Children know that this helps to keep the germs away so that they do not get poorly.

p.2

need to do better?

n Children have very secure attachments with the childminder and her assistants. Babies happily receive hugs and cuddles and older children invite the adults in to their play. Older children confidently share experiences from home with adults, demonstrating how happy and settled they are. n Children's behaviour is exemplary. They are very polite and courteous. For example, children say 'please' and 'thank you'. Furthermore, older children have a good understanding of the importance of sharing and helping one another. For example, children willingly give up their chosen coloured plates to give to other children to help them to feel happy. n The assistants engage well with the older children. They ask open-ended questions and provide children with time to think and respond to them. The assistants build on the older children's interest and literacy skills. Children sound out letters they recognise marked on pebbles in the dry sand. However, on

p.2

need to do better?

occasions, the assistants do not adapt their interaction with babies quickly enough to include them in the activity. This does not support babies' individual learning fully. n Parents' written comments are very positive. They praise the childminder and

p.2

need to do better?

2 December 2019 her assistants for the care and learning their children are given. Parents state that their children are involved in a good variety of activities and experiences. Furthermore, they comment on how well information is regularly shared and exchanged between themselves and the childminder and her assistants. This helps to promote a truly shared approach to children's continued learning. n The childminder and her assistants know the children they care for very well. They use their observations of children's play and their interests to plan activities to support children's learning further. However, sometimes, the assistants miss opportunities to challenge children even further to help them to learn as much as possible. For example, during snack time, children are not provided with the challenge to cut up their own fruit to support their small-muscle development and independence skills. n Children are effective communicators and confidently use a wide range of

p.2

need to do better?

vocabulary to share their thoughts and ideas. For example, children use words such as 'untangle' when they describe how they are going to straighten the Christmas beads out on the floor. n Children are provided with good opportunities to enhance their development and experiences from home. For example, children experiment with water and learn how to transfer it from one jar to another using paper. They add different colours and observe how the colours mix and create a new colour. Parents' written comments report on how impressed they are with their children's scientific skills and how this has enhanced their children's learning beyond home. n The childminder makes sure she supports her assistants to develop their skills and knowledge. However, she does not make the best use of supervision sessions with her assistants in order to raise the quality of practice to an even higher level. n Children learn about food from around the world. The childminder and her

p.3

need to do better?

assistants take children to the local grocery store and help children to select fresh fruit and vegetables to bring back to taste. Children have confidence to try the new tastes and learn new names, such as 'sharon fruit'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants have a good understanding of their role and responsibility to keep children safe from harm. They know the types and signs of abuse and what procedures they must follow should they have a concern about a child in their care. Their knowledge of wider aspects of child protection, such as protecting children from extreme views and ideas, is secure. The childminder understands the procedures to ensure all those that live and work on the premises are suitable. The home is safe and secure and good risk assessments are completed to ensure children are safe.

p.3

should:

n improve the interaction with younger children, in particular with babies, so that all their learning opportunities are supported effectively n make the most of all activities, routines and experiences to help children learn as much as they can n focus more sharply on the support and training of assistants to strengthen the quality of education and learning for all children.

p.4

Setting details

Unique reference number EY344848 Local authority Lincolnshire Inspection number 10130453 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 4 Total number of places 18 Number of children on roll 15 Date of previous inspection 14 May 2019

p.5

Information about this early years setting

The childminder registered in 2006 and lives in Riseholme, Lincolnshire. She works with assistants and operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds early years teacher status and her assistants hold childcare qualifications at level 3. The childminder provides funded early education for three- and four-year-old children.

p.5

Inspection activities

n The inspector had a tour of the areas of the home used for the childminding provision and discussed with the childminder how she organises her setting and involves parents in their child's learning. n The inspector spoke to the childminder about how she supports children's learning. She observed the childminder and her assistants interact with children during play activities inside and outside. n The inspector observed the children at play in both the indoor and the outdoor environments and assessed the impact of the teaching on their learning. n The inspector spoke to the childminder about her use of evaluation, her current areas for improvement, and how she plans for her and her assistants' continuous professional development. The inspector also spoke with the assistants and children during the inspection. n The inspector sampled a range of documentation, including suitability and qualification records, assistants' supervision records and some policies and

p.6

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.

p.6

Inspection activities

2 December 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.

p.6

Inspection activities

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 .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7