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 Not applicable

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The provision is good

Children are happy, safe and well cared for in this homely environment. All children confidently enter the setting, keen to meet their friends and eager to learn. The childminder deploys her assistant well to help ensure children are active learners. Together, they have high expectations of children's good progress. For example, they encourage children to persevere in activities and provide them with plenty of praise and encouragement to achieve. As a result, children develop positive attitudes to their learning. They are curious and concentrate for extended periods. The childminder and her assistant are kind and caring. Children look to them when they need reassurance and kind words. All children make good progress from their individual starting points. They are given plenty of attention and the childminder and her assistant involve themselves in their play. For example, they sit alongside children and extend their language and support the pronunciation of words.

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The provision is good

Children behave well.They demonstrate good manners.

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The provision is good

Children have good opportunities to meet with others and develop their social skills and confidence. For example, they make regular visits to a residential home for older people. Children perform rhymes and songs and participate in group activities. Additionally, they are actively involved in charity events to support homeless people and collect tins and packets of food. These activities help children to explore the similarities and differences between themselves and others.

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need to do better?

n The childminder and her assistant work well as a team. They show high levels of commitment to include all areas of learning in their planning of activities. Together, they actively look for ways to develop children's understanding of the world. For example, children take regular walks in woodlands and learn about how things grow and decay. n Partnerships with parents are very good. Parents have full confidence in the childminder to take good care of their children. They know their children's emotional well-being is a priority. Parents report they receive regular updates on their children's progress and ideas to support learning at home. However, the childminder has not fully considered how she can share information with other settings that children attend to support continuity in care and learning. n The childminder observes and assesses children's progress accurately. She plans for their future learning with knowledge of what they already know and can do.

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need to do better?

Children, including funded children and those with a language delay, make good progress. They enjoy craft and painting activities and use their imaginations skilfully. Children create pictures and decorate them by sticking on sparkling shapes. They show delight in their achievements. They name different shapes and blends of colours through discussion. However, on occasions, children are

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need to do better?

19 December 2019 not given enough time to think through the answers to questions before another one is asked of them. n The childminder and her assistant are good role models, and children mirror the examples they set for positive behaviour. Children know what is expected of them and begin to learn the childminder's 'house rules' from an early age. They learn to understand boundaries and make decisions about what is right and wrong. n The childminder and her assistant support children to develop their literacy skills effectively. Children play games to extend their understanding of how letters sound and take part in a 'lucky dip' game. They name the object taken from the bag and sound out the first letter of the word. This gives them confidence to recognise letters and develop their early reading skills. n The childminder promotes a healthy lifestyle well. She prepares a good range of nutritious home-cooked meals and snacks. Children have daily opportunities to

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need to do better?

be physically active in the outdoor space. They use ride-on toys, catch and kick balls, and enjoy preparing pretend meals in the mud kitchen. n The childminder helps to ensure that all children enrich their learning experiences. They visit museums and benefit from finding out about the planets and stars in the universe. This helps to support their understanding of the world. Children learn new vocabulary and experience a variety of activities and resources. These activities support their learning and play effectively. n The childminder plans regular supervision sessions for her assistant to support her in developing her practice. They evaluate the setting together and identify areas for improvement. For example, they are planning to improve the outdoor area to support all-weather play opportunities. However, parents and children are not involved in evaluating the setting. They do not have an opportunity to

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need to do better?

provide feedback or share their own ideas of how the provision can be improved further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant have a good understanding of child protection issues and the procedures to follow if they have concerns about a child's welfare. They undertake safeguarding training online and hold the relevant contact details for the safeguarding team. The childminder and her assistant know the signs and symptoms that may be present if a child is being abused. They confidently understand the correct procedures to follow should they have concerns about the welfare of a child. The childminder is also aware of her responsibilities should an allegation be made against herself or her assistant.

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should:

19 December 2019 n strengthen partnerships with other early years settings that children attend and share information about children's learning n provide children with even more opportunities to develop their thinking skills, giving them time to formulate their answers and respond to questions asked of them n obtain the views of children and parents to further enhance how the provision is evaluated.

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Setting details

Unique reference number EY549660 Local authority Lincolnshire Inspection number 10130810 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 to 8 Total number of places 12 Number of children on roll 16 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Fiskerton, Lincolnshire. She operates all year round from Monday to Friday, except for bank holidays and family holidays. Sessions are from 7am until 6pm. The childminder holds an early years childcare qualification at level 3 and her assistant holds a relevant qualification at level 2. The childminder provides funded education for two-, three- and four-year- old children.

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Inspection activities

n The inspector completed a learning walk with the childminder to discuss how she plans the curriculum. He observed the quality of education during activities. n The inspector spoke with children at appropriate times throughout the inspection. n The inspector held discussions with the childminder and her assistant. He looked at relevant documentation and evidence of the suitability of persons working and living on the premises. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector met with parents and took account of the written references provided.

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Inspection activities

19 December 2019 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

19 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.

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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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