Childminder EY372460

Overall effectiveness Good

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

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The provision is good

Babies enjoy exploring their surroundings and they can independently access toys that are at a low level in labelled units. Children have a treasure trove of toys, games and resources to choose from, with unique activities set up each day. Babies demonstrate their sense of belonging. For example, they crawl into an area filled with small balls or toddle into the playroom to explore the mark-making opportunities offered.

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The provision is good

Babies demonstrate they are very happy and safe in the care of the gentle, attentive and nurturing childminder. The childminder develops exceptionally positive relationships with the children. Babies who have only recently started hold onto the childminder's finger and gaze into her eyes as she feeds them.

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The provision is good

The childminder is keen to help children achieve to the best of their abilities. She recognises that babies enjoy playing with pots and pans during free play. She plans a more testing filling and emptying activity by adding pasta so babies can refine their hand-to-eye coordination skills.

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The provision is good

Babies play harmoniously alongside one another. The childminder offers good support as they learn that some things are shared. She gives children's personal, social and emotional development a high priority. Babies thrive on the praise and encouragement offered by the childminder. This helps to boost their self- confidence and self-esteem.

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need to do better?

n The childminder has a professional approach to her work. She understands her responsibility to notify Ofsted of significant matters, which reduces any impact on children. The childminder keeps up to date with developments in the early years sector through social media, professional organisations and accessing online courses. n Babies benefit from regular fresh air. They accompany the childminder on the school run to collect the older children. Furthermore, occasionally, the childminder visits a soft-play centre for children to develop their large-muscle skills. However, there are fewer opportunities for the younger children to learn about their local community and society beyond the childminder's home. n Babies confidently interact with visitors. They listen well to the childminder and follow instructions. For example, before lunch, when asked, they wash their hands and use a paper towel to dry their hands. This contributes to them

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need to do better?

learning healthy hygiene routines from a young age. n The childminder makes good use of her ongoing observations of individual children to ensure they make good progress across the curriculum. This helps

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need to do better?

20 December 2019 children gain the skills they need for moving on to pre-school or school. n The childminder has a good understanding of how children learn and develop. She provides opportunities for them to practise what they already know, understand and can do as well. Furthermore, the childminder introduces new and more challenging activities. n The childminder understands that children come to her with different family relationships. She is keen to introduce young children who have no siblings to older children. This helps them to broaden and develop their understanding of personal and social skills. n The childminder is perceptive and sensitive to children's needs. She develops strong emotional bonds with the children from the outset. She notices when children are tired or hungry and responds quickly to meet their individual needs. n The childminder places a strong focus on building children's communication and

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need to do better?

language skills. She repeats the sounds babies make, introduces words and talks to babies as they play. This helps to promote their understanding of language and encourages babies to develop early communication skills. n The childminder skilfully incorporates mathematical concepts into young children's play. For example, she helps them consider how much pasta they scoop into their cup and whether they can fit any more in. This contributes to children's thinking skills. n The childminder works effectively with other professionals. She communicates with other settings children also attend. She shares information to provide good continuity in their care and learning. n Parents are extremely positive about the childminder and describe her as 'professional and friendly'. They particularly value the regular updates about their children's learning and care. Furthermore, older children state that they love attending and comment, 'thank you for making our mum's life easier. You

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder places a high priority on getting to know children and their families to ensure their safety. She completes refresher training to keep her child protection knowledge up to date. The childminder is aware of the signs of abuse and neglect and knows the local referral procedures to follow if she has a concern. She supervises children well, which helps to minimise any potential risks. For example, she makes regular checks on babies as they sleep. The childminder keeps her first- aid training and public liability insurance up to date.

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should:

20 December 2019 n provide more opportunities for children to learn about their local society, people and community.

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Setting details

Unique reference number EY372460 Local authority Lincolnshire Inspection number 10105506 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 13 Total number of places 6 Number of children on roll 17 Date of previous inspection 13 July 2015

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Information about this early years setting

The childminder registered in 2008 and lives in Kirton, Lincolnshire. She operates all year round from 7.30am to 7.45pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the quality of education during activities indoors and assessed the impact this has on children's learning. n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through 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

20 December 2019 20 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

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

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