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 keen to follow their interests. They have positive relationships with the childminder and confidently show her what they would like to play with. Children play with toy animals and make up names for them, such as a 'Terapig'. Children demonstrate that they feel safe and secure. New children settle very quickly after parents have left. This is despite the changes the childminder has made due to the COVID-19 (coronavirus) pandemic, to help children to become familiar with her and her home before they attend their first day. Children follow the childminder's rules. For instance, they know that they need to wear a helmet when they ride on a toy scooter. Children behave well and learn to share toys with their peers.

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The provision is good

The childminder has high expectations of children's abilities. She provides equipment and time for children to challenge themselves. Older children are excited to take and manage risks in the garden. They climb onto apparatus, stand up to balance and jump off the end. One-year-olds who begin to walk, negotiate how they can move over a step that enables them to move from indoors to outdoors, receiving minimal support. Children extend their recognition of shapes. When they show the childminder a piece of round cheese, children learn that it is a 'circle'.

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need to do better?

n Knowledge from completing relevant training courses online helps the childminder to support children emotionally, when they go through transitions. She is aware that some children struggle when the daily routine changes. The childminder talks to children about what will happen in advance, such as when it is time to play, have snack and to be collected by parents. n The childminder knows children well, such as their home life. She has identified that children do not always have pets at home. Therefore, she provides them with experiences to broaden their awareness of how to care for animals. Children go with the childminder to take her dog for a walk. They learn how to carefully pet her guinea pigs. n The childminder evaluates the effectiveness of her provision. This helped her to identify that children were not accessing books as much as other resources. She re-arranged how the books are displayed and now pegs them on to a board on

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need to do better?

the wall. Since the changes, she has noticed that children access these more to support their understanding of how to handle books. n The childminder uses her curriculum to plan opportunities for children to learn how some foods grow. Children help her to grow beans, peas and peppers and learn that plants need water to grow. n The childminder praises children's achievements and when they show kindness

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need to do better?

21 July 2021 to others. She gives them plenty of praise, encouragement and a 'high five'. This helps children to develop their understanding of how to behave appropriately. n The childminder is sensitive to younger children's individual needs. She identifies when they need to eat, rest and to be changed. The childminder makes nappy changes a positive experience for children. Younger children giggle when she sings nursery rhymes to them. n The childminder has not thought about ways in which she can share information about children's achievements with other pre-schools they also attend. Furthermore, to share information about children's development with schools that children will move on to, to ensure more consistency to support their learning. n The childminder introduces fun ways to encourage children to learn key skills in preparation for their move on to school, such as to be independent. For instance, she asks children if they can put their socks on before she is able to

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need to do better?

count to 20. This encourages children to complete tasks on their own. n The childminder provides children with opportunities to develop their communication and language skills. She uses a range of open-ended questions when she talks to older children. This helps to extend their thinking skills. However, when she communicates with younger children, she does not adapt her interactions to enable children to develop their understanding of words.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows how to identify if children in her care are at risk of harm, including being exposed to extreme views and behaviours. She knows where to report concerns about a child's safety. Furthermore, she has a clear understanding of the procedure to follow and where to report concerns if an allegation is made against herself or family member. The childminder maintains a safe and secure environment for children to play in. She makes sure that the main door and outdoor gates are securely locked. This prevents children from leaving unaccompanied and from unauthorised people having access to children.

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should:

n develop ways to share information about children's learning with pre-schools and schools children attend and will move on to n strengthen interactions with younger children, to consistently build further on their understanding of words.

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Setting details

Unique reference number EY562916 Local authority Lincolnshire Inspection number 10191313 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018 and lives in Lincoln, Lincolnshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. 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 has 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 completed 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 evaluation 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.

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Inspection activities

21 July 2021 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

21 July 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

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