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

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The provision is good

Children are happy and demonstrate that they feel safe and secure. They confidently leave parents at the door of the childminder's house and send parents kisses through the window as they leave. Children demonstrate good relationships with the childminder and her assistant. For example, they are excited to make the childminder a pretend cup of tea and tell her assistant that they drink hot chocolate. Children respond well when the childminder's assistant reminds them how to share. They take turns when they pass their friends toys. Children show a sense of pride in their achievements. They are keen to show everyone their creations when they use ink stamps to make marks on paper.

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The provision is good

The childminder has high expectations of children's learning. An example of this is when she encourages children to learn the names of different colours. Firstly, she introduces the name of a colour and provides children with opportunities to use the same colour in their play. She then asks them if they can remember the colour. Children recall what she has said and name the colour, which shows that they have retained the information and have learned something new. Children show good literacy skills. They like to snuggle into the childminder and her assistant to listen to a story. Children recognise the first letter of the alphabet that is in their name.

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need to do better?

n The childminder uses her curriculum to plan activities that encourage children to develop an understanding of numbers and counting. She adapts her teaching based on the different ages and abilities of the children. For example, when she asks children to count the number of letters in their name, she uses her fingers to help two-year-old children to count. She lets four-year-old children count on their own. n The childminder supports children's emotional well-being when they first start. She meets with parents and children in her garden. As a result, children get to know her and become familiar with areas of her home. n The childminder and her assistant provide opportunities for children to develop their speaking skills. For example, when the childminder reads them a story, she gives children time to finish familiar sentences in books. The childminder's assistant asks children questions and gives them plenty of time to respond. This

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need to do better?

gives children time to think about what they want to say. For example, she asks, 'If you made a potion, what colour would it be?' Children respond and say 'a mucky green'. n The childminder and her assistant actively encourage positive behaviour. They praise children for sharing toys and encourage them to use good manners, such as saying 'thank you'. Children are polite and behave well. n The childminder encourages children to follow personal hygiene routines, for

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need to do better?

28 June 2021 example after they use the bathroom. However, she does not consistently make sure that children understand to wash their hands before they eat, such as before snack time. n The childminder encourages children to be physically active. When she plays music, she shows them how to do actions to the song. Children clap their hands, roll their arms round and round and jump. They enjoy the activity so much, they say 'again'. This contributes to children's good coordination. n The childminder shares information with parents about activities children have enjoyed in her home. Parents comment positively about the care their children receive. They say they like the home-from-home environment and that there is a fantastic outside space. However, the childminder does not support parents to continue their children's learning at home consistently, such as helping them to develop a love of books. n The childminder broadens children's experiences. For example, she has

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need to do better?

purchased puzzles and games to encourage children to develop their understanding of how to complete these. This is something the childminder identified as an experience that children do not always receive at home. n The childminder evaluates her setting and identifies improvements that have a positive impact on children's learning. Recent changes to the garden offer children opportunities to plant, water and grow vegetables. This is particularly important for those children who are reluctant to eat healthy foods. As a result, children ask the childminder to try different foods, such as nectarines and plums.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of their responsibilities to keep children safe. They know where to report concerns about children's safety and welfare and if they have any concerns about adults who work with children. The childminder undertakes risk assessments in her home. This helps her to provide a safe environment for children to play in. For example, she puts puzzles and games that have small parts in a cupboard. This stops babies and younger children from accessing these resources. She has a locked padlock on her garden gate. This ensures that children cannot leave unsupervised, and unwanted visitors can not gain access.

p.3

should:

n help children to develop their understanding of following consistent hand- hygiene routines, particularly before snack time n provide more ideas for parents to extend children's individual learning at home, including to develop a love of books.

p.3

Setting details

Unique reference number EY559393 Local authority Lincolnshire Inspection number 10190374 Type of provision Childminder

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Registers

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

p.4

inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Louth, Lincolnshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her 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 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 evaluation of an activity with the childminder. n The inspector held discussions with the childminder and her assistant. 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 discussions.

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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

28 June 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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