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 contented in the childminder and his co-childminder's home. They treat the home like it is their own. Babies crawl to reach toys that ignite their interest, such as to explore the texture of metal objects. They begin to cruise, either holding on to furniture or the childminder's hands, to aid their physical needs. Children have positive relationships with the childminder. Younger children hold up their arms to be lifted, older children are keen share their interests and play experiences. Children behave well and learn to share and take turns when they play with toys. They use good manners, such as 'thank you', when they accept toys from other children. Children show they feel safe in the setting and play harmoniously together.

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The provision is good

Children show excitement when the childminder provides them with opportunities to explore musical instruments. They squeal in excitement when they shake a tambourine. The childminder stretches children's abilities and asks them to shake the tambourine 'slow' and then 'fast'. This contributes to children's developing understanding of speed. Younger children hear numbers in their play, such as when the childminder counts how many blocks he has used to build a tower. He counts to five. Older children recognise numbers that are one less than a given number when they sing nursery rhymes.

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need to do better?

n The childminder knows that some children in his care were born during the COVID-19 (coronavirus) pandemic. Through discussions with parents, he is aware that these children have had limited opportunities to mix with other children due to spending a lot of time at home. Because of this, he plans group activities where he encourages children to interact and socialise with others of a similar and different age. Children develop friendships with each other. n When children first start attending, the childminder gathers information from parents about what children already know and can do. He uses this information to identify what children need to learn next. An example of this is when he plans a group activity to encourage older children to recognise the rhythm in words. He asks children to clap their hands to the number of syllables in their name. Children develop key skills in preparation for their move on to school, such as to

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need to do better?

listen and follow instructions. n The childminder asks older children a good range of questions to encourage their thinking skills. However, when he communicates with younger children, he does not adapt the words he uses to enable younger children to understand the meaning of words. n The childminder finds out from parents about babies' daily routines, such as when they need to sleep, eat and to be changed. He is sensitive to babies'

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need to do better?

27 July 2021 individual needs and makes these routines a positive experience for them. For example, babies make babbling noises when he sings songs to them when he changes them. n The childminder encourages children to have a can-do attitude to learning. When children try to fit two shapes together, he encourages them to 'keep trying'. Children persevere and the childminder supports them to complete the task, helping to raise their self-esteem. n The childminder uses technological devices with children to research information, such as the Olympics. However, he has not identified ways in which he can help children to learn about the potential dangers when they use technological devises to access the internet. n Children receive plenty of praise and encouragement from the childminder for their achievements. He says 'good teamwork' to praise children for working together to tidy away toys. The childminder uses a sand timer to help children to

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need to do better?

understand when it is their turn to play with a toy. This encourages children to develop their understanding of how to behave. n The childminder completes relevant training courses to help extend his knowledge of how to support children's emotional needs. He understands the importance of children needing to talk to release any stresses they are under. The childminder listens to children and talks to them about how they are feeling.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands his responsibilities to keep children safe. He knows the signs and symptoms that may suggest a child is at risk of abuse or neglect. Furthermore, the childminder knows how to identify if a child is being exposed to extreme views and beliefs. The childminder knows where to report concerns about children's safety. The childminder maintains a clean and tidy home to ensure it remains safe for children to play and explore in. He uses safety equipment, such as a gate, to stop children accessing certain areas of his home unaccompanied. This contributes to their safety.

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should:

n strengthen communication with younger children, to consistently build further on their understanding of words n improve understanding of how to help children to become aware of potential risks when they use technological devices to access the internet.

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Setting details

Unique reference number 2595813 Local authority Lincolnshire Inspection number 10198343 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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Grantham, Lincolnshire. He operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with a co-childminder.

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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 childminder, co-childminder and the inspector completed a learning walk and discussed how the 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. 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

27 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

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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