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

p.1

The provision is good

Children are independent. They sing a song when they wash their hands that reminds them to wash them thoroughly. Children confidently use a safety knife to cut up fruit. This contributes to children's safety and shows good hygiene routines.

p.2

The provision is good

The childminder has high expectations of children's learning. She encourages them to talk confidently and learn new words. Older children extend their vocabulary and begin to use more complex words, such as 'disappointed' and 'narrow'. Children are happy and have fun with the childminder. They demonstrate a positive relationship with her and invite her to join their play. In the garden, children excitedly play a game of hide and seek. They take it in turns with the childminder to count and hide. Children are keen to explore and investigate. They pour water down guttering, watch it fall and tell the childminder that they can see a 'ripple' in the water. Children demonstrate a positive attitude to learning.

p.2

The provision is good

Children are sociable and behave well. The childminder has started to take children to attend groups with others, where they mix with children of a similar age. This experience was not possible until recently, due to the COVID-19 (coronavirus) pandemic.

p.2

need to do better?

n The childminder works with other professionals and parents to help support children who speak English as an additional language. She uses information from training courses to help plan activities to develop children's speaking skills. This helps to close any gaps in their learning. n The childminder helps children to be ready for their move on to school. For example, she arranges opportunities for children to meet with other children who will be attending the same school. However, the childminder has not thought about ways in which she can share information with schools about children's development when they move on. n The childminder shares information with parents about their children's development. She offers them ideas about how they can continue to support their children's learning at home, for example to encourage children to use scissors. Parents are highly complimentary about the childminder. They say that

p.2

need to do better?

she is kind, calm and patient with all the children in her care. n The childminder uses her curriculum to create experiences for children to learn how they can keep themselves safe. For example, when children carry safety knives, she describes how they can carry them safely. Children listen and follow instructions. n The childminder actively promotes positive behaviour. She gives children plenty of praise and reminds them to 'keep trying', for example when they struggle to

p.2

need to do better?

28 May 2021 peel a banana. Children demonstrate a can-do attitude to learning and succeed. n The childminder encourages children to learn about different shapes. When children recognise certain shapes, such as a circle and triangle, she introduces new shapes for them to learn. However, occasionally, the childminder does not challenge children to develop their understanding of numbers. For example, when older children count to 20, she does not help them to understand the next number, to extend their learning further. n The childminder provides opportunities for children to be creative. Children pretend to make tea and coffee for the childminder. They use their imaginative skills when they use resources that are available to them. For example, children pretend that sand is sugar. n The childminder knows children well. She plans activities that are suitable for the ages of the children in her care. This enables children to take an active part and

p.2

need to do better?

to remain focused. For example, when children use dough to make an 's' shape, the childminder helps them to learn the sound that represents the letter. This contributes to their developing literacy skills. All children, including those in receipt of funded early education, make good progress in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder carries out regular checks of her home, indoors and outdoors. This helps her to provide a safe environment for children to play. She ensures that children leave her care with a person known to their parents. For example, she asks parents for passwords to use for people she does not know. The childminder has care plans in place for children with medical needs. This helps her to respond appropriately in the event of an emergency. The childminder knows the signs and symptoms of abuse and where to report concerns about children's safety and welfare.

p.3

should:

n develop ways to share information about children's prior learning with schools they will move on to, to ensure more consistency n strengthen interactions with children and use everyday opportunities to further extend children's understanding and enjoyment of numbers.

p.3

Setting details

Unique reference number EY556903 Local authority Lincolnshire Inspection number 10190188 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 13 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Coningsby, Lincolnshire. She operates all year round from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector had a learning walk with the childminder and discussed how her curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector spoke with children during the inspection. n The inspector carried out a joint observation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through reading written feedback provided.

p.5

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.

p.5

Inspection activities

28 May 2021 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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