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

Children benefit from the childminder's unique intuition to know when they want her to play with them and when they are happy to play alone. This helps to promote children's confidence in their own abilities. Children form warm and loving relationships with the childminder. They receive lots of cuddles when they take a minute to relax from their energetic play. This contributes to them feeling safe and gives them a strong sense of belonging.

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The provision is good

Children are happy, self-confident and independent individuals who are keen to explore new experiences. They relish the opportunity to crawl in and out of the cardboard igloo the childminder has made for their enjoyment. They run safely around the outside of the igloo, which contributes to their developing physical skills.

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The provision is good

Children are well behaved and use spontaneous good manners. When asked if they would like a drink, they reply, 'Yes, please.' The childminder writes children's names and numbers one to five on the igloo. Children recognise the numbers and count one to five. This promotes their early counting skills. Later, children spontaneously write over the childminder's numbers. She is clearly proud of their achievement and offers praise and encouragement. Children react positively to the childminder's high expectations of them. This leads to children beginning to write over their own name. The childminder helps to boost children's self-esteem.

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need to do better?

n The experienced childminder is committed to her professional development. She has accessed a large variety of training courses to build her skills. A recent training course has helped her to understand even better, the new early years inspection framework. However, sometimes, the childminder does not adapt her interactions to provide even more challenge to help children to make better progress. n Overall, the childminder knows what children need to learn. She uses her ongoing tracking of children's progress to help her to understand their current level of achievement. The childminder incorporates children's next steps in learning and development into the activities she plans across the early years curriculum. As a result, children develop the skills they need for moving on to pre-school or school. n The childminder provides children with resources that help to keep them motivated. Children show high levels of concentration. For example, they spend

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need to do better?

a long time exploring the cardboard igloo. Children quickly realise they can poke the stars and circles through the roof. The childminder adds crayons into children's play, and she encourages them to write on and colour the igloo. This

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need to do better?

17 February 2020 helps to promote their early literacy skills. n The childminder provides a comfortable, welcoming home-from-home environment for children. They settle well and develop emotional security in her care. Children are helpful and pack away the pens into a box when they have finished their game. This helps them to learn the importance of caring for the environment. n The childminder supports children to make healthy eating choices at snack times. For example, when they ask for a biscuit, she suggests, 'How about a banana? That is healthier.' The childminder encourages children to manage their own self-care routines. She asks if they know why they are washing their hands, and children reply that it is 'to get the germs'. n The childminder spends time with parents to find out what early experiences children have had. She looks at how she can build on these. For example, she discusses the many opportunities children have to play with different children

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need to do better?

and mix with other adults, such as through visiting childminding groups and the library. Furthermore, the childminder successfully supports children's physical skills during trips to the local parks and in her large garden. n The childminder is proactive in encouraging children's communication and language. She asks them to expand on subjects when they talk about things at home. Children are articulate. For example, they say they have a 'daddy shark' at home and that the shark 'turns the bath water blue'. Additionally, children describe how they go on the bus each week with a family member and go out for lunch. n The childminder has established good relationships with parents. She shares information about what children have enjoyed while in her care, through detailed conversations when parents drop off and collect their children. She also shares information via an online application. The childminder works well with

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need to do better?

other settings children attend. This helps to support consistency in children's learning and care.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a clear understanding of child protection issues and knows the procedure to follow if she has a concern about child abuse or neglect. She regularly updates her safeguarding training. This means that she keeps up to date with recent safeguarding issues. The childminder completes risk assessments to ensure that the environment, resources and equipment are safe and suitable for children to use. She takes steps within her home to ensure children are safe. For example, she has a stairgate at the kitchen door, so children do not have unsupervised access to the family dog.

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should:

17 February 2020 n make better use of opportunities to challenge and extend children's learning consistently.

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Setting details

Unique reference number EY348231 Local authority Lincolnshire Inspection number 10064664 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 2 to 9 Total number of places 6 Number of children on roll 6 Date of previous inspection 12 October 2015

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Information about this early years setting

The childminder registered in 2007 and lives in Gainsborough, Lincolnshire. She operates all year round from 7am to 6pm, 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 the curriculum are organised. n The inspector completed a joint evaluation of the inspection activities 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

17 February 2020 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

17 February 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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