Childminder EY413007

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

Children feel settled, safe and secure in the childminder's care. All children develop secure emotional attachments to the childminder. For example, babies periodically select the toys they wish to play with and slowly manoeuvre themselves backwards until they are sitting on the childminder's knee. They explore their chosen resource with the childminder, before going off in search of another toy. Older children enjoy cuddles from the childminder and they then mirror this behaviour as they offer cuddles to their younger peers. Children behave well, develop confidence and show good social skills. For example, babies share their toys with the inspector and older children speak with her, answering simple questions. When the children see the childminder's grandparents, who live within the home, they also enjoy sharing their toys and experiences with them.

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The provision is good

All children are supported to achieve from their unique starting points. Children happily engage in an interesting range of activities and play experiences, which successfully supports their ongoing development. Children, including babies, benefit from accessing a range of books. Babies enjoy choosing interactive books to look at with the childminder. Their language skills are promoted as the childminder points to the pictures in the book and says the associated words. Older children benefit from listening to a wider range of stories during weekly visits to story and activity groups at the library.

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need to do better?

n Children's communication skills are promoted well. The childminder continually talks to children as they play, explaining and discussing what they are doing. She listens to babies babbling and she responds to their attempts at communication. As children get older and rapidly begin to learn new words, the childminder listens carefully and acknowledges what they have to say. Unclear words are repeated back to the children with the correct pronunciation as the childminder builds on their language skills. n Overall, children are stimulated and challenged as they engage in an interesting range of play experiences. However, the childminder sometimes intervenes too quickly in their play. This means that children are not consistently supported to think about and solve their own problems. For example, when playing with the stacking cups, a child correctly identifies the colours of each cup as they line them up on the floor. As the child tries to re-stack the cups, they are unable to

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need to do better?

do this as they have not chosen the largest cup to go first. The childminder advises them why this is not working without firstly encouraging them to consider this for themselves. n The childminder works in partnership with parents to meet children's individual needs. Diaries, discussions and progress reports keep parents well informed

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need to do better?

29 January 2020 about their children's ongoing care, learning and development. n Children develop their creativity during sticking and painting activities, and their imagination when playing with the small-world resources. Babies have fun developing their hand-to-eye coordination as they post coins into a large toy pig. n Children enjoy watching the images change on the digital photograph frame. They identify their peers and delight when they see an image of themselves at play. The childminder encourages children to identify who is in the photograph and what they are doing. This builds on children's communication skills. n Children's awareness of wider society is promoted through simple activities planned around cultural and religious events. The childminder speaks to parents about their backgrounds and beliefs, ensuring cultural events that are specific to each family are promoted within her setting. This helps all children to feel valued

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need to do better?

and included. n Children benefit from being physically active in the childminder's garden and at indoor activity areas. They are also provided with opportunities to plant and grow flowers and vegetables in the childminder's garden. This helps children to learn how things change and grow over time. n Children's good health is promoted through the provision of healthy, home- cooked meals. Their independence with their self-care skills is promoted well. For example, children use their own flannels to clean their faces after meals. They are encouraged to use a mirror so that they can see their reflection and ensure their face is fully clean.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Children are cared for in a safe environment where they are closely supervised by the childminder. The childminder has completed safeguarding training and is well aware of the procedures to follow if she has any concerns about a child's well- being. The childminder talks to children as they play, offering gentle reminders to encourage them to play safely. For example, the childminder reminds a child to jump on the floor and not the sofa because they may fall. However, children's awareness of how to safely use technology that accesses the internet has not been explored by the childminder.

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should:

n provide children with more opportunities to think and find solutions to their own problems during their play n consider how to support children's awareness of how to safely use online technology.

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Setting details

Unique reference number EY413007 Local authority North Lincolnshire Inspection number 10117495 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 7 Total number of places 6 Number of children on roll 7 Date of previous inspection 3 November 2014

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Information about this early years setting

The childminder registered in 2010 and lives in Barton-upon-Humber. She operates from 8am to 6pm, Monday to Friday, all year round.

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Inspection activities

n The childminder explained to the inspector how she organises her home and resources to support children's learning and development. n The inspector spoke with the childminder and children at appropriate times during the inspection. n The inspector and childminder evaluated the quality of teaching and children's learning during an activity. n A range of documents were sampled during the inspection, including training and insurance certificates.

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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

29 January 2020 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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