Koscinski-Drayton Sarah Beth

Inspection date 31 August 2018 Previous inspection date 20 August 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder effectively records information about children's achievements on an electronic program and in children's 'diaries'. She shares these with parents to keep them informed about their children's day. n The childminder provides plenty of opportunities for children to develop their literacy skills. For example, children use brushes to make marks with paint in the garden. n The childminder develops positive partnerships with other early years settings that children attend. She shares information about children's learning. Teachers are invited into the childminder's home to see the children and to discuss their learning. This promotes consistency in the learning experiences children receive. n The childminder plays alongside children and gives them plenty of choices about what they would like to do. She plans activities and adapts these to children's interests. Children are motivated to learn and make good progress from their starting points in

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This provision is good

learning. n Children are happy and demonstrate good social skills. The childminder takes them to local toddler groups to mix with other children and to make relationships. Children learn to share and take turns. n The childminder extends her professional development. This helps her to understand how to support children in their play experiences, such as deciding when to stand back and observe children and when to join in their play.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

n provide more opportunities for parents to give their views on the setting and contribute to its continual improvement and help raise outcomes for children to the highest level.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder understands her responsibilities to keep children safe. She knows where to report concerns about children's safety. The childminder helps children to learn about how they can keep themselves safe. She talks to them about road safety and provides them with high-visibility jackets when they walk in the street. Children take part in fire evacuation procedures in her home. The childminder completes a written summary showing children's developmental progress between the ages of two and three years. She shares this with parents and health professionals, supporting consistency in promoting good outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder knows children well and plays alongside them. She observes and assesses their levels of learning. This helps her to support children in their next steps in learning. The childminder encourages children to develop their mathematical skills. She uses plenty of mathematical language, such as 'more' and 'enough'. Children use tweezers to pick up small toy animals and sort them into colours. The childminder talks to children about the animals, such as a giraffe having a long neck. This helps children to develop their understanding of animals in the wider world. Children build towers using bricks. The childminder models how to use the bricks to make a home for toy animals. She encourages children to solve problems. The childminder asks children to take photographs of their creations, helping them to learn about technology. The quality of teaching is consistently good.

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Personal development, behaviour and welfare are good

Children have access to plenty of toys and resources in the childminder's home and garden to promote their learning. Parents say that they like their children to go to the park and play in the garden. This helps children to help extend their physical skills. Children have a good relationship with the childminder and arrive happy. They demonstrate that they feel safe and are emotionally secure. When children first start, the childminder finds out information from parents about children's care routines and prior learning. This helps her to meet children's needs well when they start. The childminder helps children to learn about their local community. For example, children go with her on walks to look for favourite story characters. The childminder encourages children to be independent. For example, she provides a step for children to reach the sink to wash their hands.

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Outcomes for children are good

Children make good progress in their development. They enjoy making marks on paper using pencils. Older children write the first letter in their name and proudly show the childminder and parents what they have done, demonstrating their literacy skills. Children are confident communicators and engage in conversations with the childminder about their family members. They learn skills in preparation for their eventual move on to school.

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Setting details

Unique reference number EY222447 Local authority Lincolnshire Inspection number 10064640 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 - 10 Total number of places 6 Number of children on roll 22 Date of previous inspection 20 August 2015

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Registers

The childminder registered in 2002 and lives in Kirkby La Thorpe, Sleaford. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Registers

This inspection was carried out by Ofsted 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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . 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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Registers

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Registers

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Registers

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Registers

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