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 thoroughly enjoy the company of the childminder and her family. They wave parents off with a cheery goodbye and run into the house to give the childminder a hug. Throughout the day, hugs are given freely to the childminder and her husband. This shows the children feel happy, safe and secure. Babies are confident to approach visitors and hold on to them to pull themselves up to standing, a new skill they have learned. Children relish the childminder's high expectations of what they know and can do. When out on a walk, they eagerly point out and say the initial letters of familiar words. They recognise and say numbers on road signs when asked.

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The provision is good

Children show high levels of kindness to their peers and adults. They pass a coat to their friend and bring visitors their shoes in preparation for going on a walk. When thanked for their goodwill, they respond with, 'you are welcome'. Children and the childminder discuss important safety messages while out walking in the street. Children have learned from the childminder how to take responsibility for their own safety, such as keeping to 'the safe side' and not running too far ahead. When children reach a roadside they wait patiently, listen for traffic and only cross when it is safe.

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need to do better?

n The childminder is committed to developing her practice. For instance, she most recently completed online training courses. This helps her to improve her knowledge and understanding of safeguarding issues and the wider issues surrounding safeguarding. However, she would benefit from accessing further professional development that will help her improve other aspects of her practice. n The childminder knows what interests children and what they need to learn next. For example, babies have lots of opportunities to explore textures, such as books with textured pages. The childminder encourages older children to take the lead in games, such as follow my leader, to develop their self-confidence. Children who are developing their understanding of occupations become engrossed in role playing being doctors. n The childminder places high priority on helping children to understand their own feelings and those of others. She empowers children to manage their own

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need to do better?

attitudes and behaviour, promote their social skills and begin to manage minor conflicts for themselves. For example, she asks children, 'What do you think you need to say?' or 'How do you think that made your friend feel?' n The childminder teaches children about good hygiene procedures from an early age. Older children independently wash their hands. Children beginning to learn care practices are gently guided to manage their own care needs. Equally,

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need to do better?

3 November 2021 babies' hands are washed after each nappy change. This helps to promote children's health and well-being. n The childminder encourages self-confidence by providing opportunities for children to complete age-appropriate tasks for themselves. For instance, when returning from a walk with wet clothes, children change themselves. They pass their clothes to the childminder and say, 'Can you put these on the airing cupboard please?'. These are important life skills that support children's growing independence. n The childminder gives children wide opportunities to explore the local community, such as to visit the town market. These are the experiences parents appreciate as they have busy lives and they recognise it helps to broaden children's horizons. n The childminder places high priority on supporting children to understand how they can help to sustain the environment. While taking a walk, children seek out

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need to do better?

litter and point this out to the childminder, who picks it up and puts it in a bin bag. Children tell visitors, 'You don't use wet wipes as they block the sewers.' This contributes to children learning future skills to care for our planet. n The childminder supports children's communication and language skills well. For example, she encourages children to engage in singing every day. Children choose a song and join in with the words and actions. Older children choose a song for babies who are always included in the singing sessions. Children show a growing interest in books and favourite stories. They listen keenly to stories and demonstrate a love of books, contributing well to early literacy skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of signs and symptoms that may indicate possible abuse to children. She knows the procedures to follow should she have a concern about a child. She knows the procedure to follow if allegations of abuse are made against herself or family members. The childminder maintains a safe and secure environment for children to play in. She uses safety gates to ensure that children cannot enter some areas of her home unattended, such as the stairs. She makes sure that the main door is securely locked. This prevents children from leaving unaccompanied and from unauthorised people having access to children.

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should:

n explore further professional development opportunities to continually develop knowledge of how to support children's learning.

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Setting details

Unique reference number 2534338 Local authority Lincolnshire Inspection number 10208543 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Bourne, Lincolnshire. She operates term time only from 7.30am to 5.30pm, Monday to Friday.

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Inspection activities

n This was the first routine inspection the provider 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 childminder. n The inspector looked around the areas of the setting available to children. n The inspector held discussions with the childminder and the children throughout the inspection. 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 took account of written questionnaires completed by parents. n Relevant documentation was available for inspection, including suitability checks and policies and procedures.

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Inspection activities

3 November 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

3 November 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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