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 happy to follow their interests and experiment using magnets. They develop their understanding of what magnets attach to and try different objects. This includes the childminder's face and metal objects to see if the magnet sticks. The childminder knows that some older children know certain shapes, such as a triangle and square. She encourages them to stretch their abilities and introduces a hexagon shape for them to learn. Children count the number of sides it has and repeat the name of the shape. Older children get changed into dressing up outfits by themselves and tell the childminder that they are a 'policeman'. When the childminder asks them what policemen do, they show an understanding of the occupation, and reply 'they help people'.

p.2

The provision is good

Children show a sense of pride in their achievements. They are keen to show the childminder their creations, such as when they draw a picture and tell her it is 'Daddy'. Children show positive relationships with the childminder. They demonstrate that they feel secure, for example, when they go to her for cuddles and to sit on her knee to look at books. Children learn to share when they play with toys. This is supported with the use of a sand timer, to help children identify when it is their turn to play with a toy.

p.2

need to do better?

n Through discussions with parents, the childminder is aware that not all children experience messy play activities at home. So, she encourages children to explore and investigate gloop, pasta, rice, water and ice in her setting to broaden their experiences. n The childminder and her co-childminder reflect on their practice. This helped her to identify that children were not always given healthy food options for lunch. So, she now provides healthy meals for children and encourages them to try different foods, such as carrots. This contributes to children receiving a healthy diet. n Through observations and assessments, the childminder identifies what children need to learn next. She plans activities to help children progress, such as to use shapes for a purpose. Children use different shapes to construct and build. They tell the childminder that they have made a 'double-decker bus'. They show good imaginative skills.

p.2

need to do better?

n The childminder supports children who speak English as an additional language well. She talks to children in English and gathers key words from parents in children's home language. This enables her to say key words in the child's home language and to repeat the same word in English. This encourages children to use English words when they communicate. n The childminder encourages children to follow the rules in the setting. For

p.2

need to do better?

27 July 2021 example, when she plays certain music, she asks children to help tidy away the toys. Children learn behavioural expectations in the setting. n When children show an interest in looking at words in a book, the childminder supports older children to develop their vocabulary and understanding of new words. For example, she introduces the word 'nocturnal' and explains to older children that it is when owls are awake at night and sleep during the day. However, the childminder has not considered how to extend her professional development to extend her knowledge of how to support younger children's speaking skills, to further promote their development. n Parents comment positively about the childminder and her co-childminder. They say that the setting is 'cosy' and feels like 'home from home for children'. They explain that before children start attending the childminder and her co- childminder are 'strangers' but now they 'feel like extended family'.

p.2

need to do better?

n The childminder encourages children to be independent. For example, she asks them to wash their hands before eating and to pour their own drinks at snack and mealtimes. Children learn skills to aid them with future learning and complete these tasks on their own. n When children use technological devices to access information on the internet, the childminder sits with children to monitor what they are viewing. However, she has not thought about how she can help them to identify potential risks and hazards.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a clear knowledge of what actions she needs to take if she has any concerns about children's safety. She understands how to identify the signs of abuse, neglect and extreme views. Furthermore, she knows where to report any safeguarding concerns made against herself, her co-childminder or family members. The childminder and her co-childminder practise fire evacuation drills with children in their home. Children demonstrate their knowledge of the procedures to follow. They talk about the need to go outside. The childminder gathers information from parents about children's medical and dietary needs when they first start. This helps her to promote children's good health and to meet their individual needs.

p.3

should:

n enhance professional development opportunities to help develop a deeper understanding of how to support younger children's speaking skills n improve knowledge of how to help children to become aware of potential risks and hazards when they use technological devices to access the internet.

p.3

Setting details

Unique reference number EY561250 Local authority Lincolnshire Inspection number 10190703 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 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Grantham, Lincolnshire. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds early years teacher status and works with a co-childminder. 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 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 her co- childminder and discussed how her curriculum supports children's learning. n The inspector observed the quality of education during activities 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.

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.

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Inspection activities

27 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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