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 Requires improvement

p.1

The provision is good

Children are happy to separate from parents, when they arrive at the childminder's house. They show that they feel safe and secure. For instance, they know the routine, they put their shoes in the hallway and wash their hands before they begin to play. Two-year-olds are very polite. When they accidently pour sand onto the childminder's assistant's leg, they quickly say 'sorry'. Children learn to share and take turns as they play together in the sand. They use scoops to gather the sand and pour it into buckets. When the childminder's assistant asks them to turn the bucket upside down and see what happens, they get excited, jump in the air, and say 'sand castles'.

p.2

The provision is good

Two- and three-year-old children show good imaginative skills. In the garden, they stir water in a bowl and pretend to make 'soup'. Indoors, children play with role- play toys and tell the childminder's assistant 'it's ready' when they take her a pretend pizza. Children develop strength in their fingers and hands when they manipulate dough. They copy the childminder when she shows them how to roll the dough in the palm of their hands. Children explore the concept of speed and sound. For example, they say, 'let's do it faster' when they sing a favourite nursery rhyme. Children put their fingers to their lips and say 'shh'. They sing the song again quietly.

p.2

need to do better?

n When children first start attending, the childminder gathers information from parents about what children already know and can do. The childminder and her assistant use the information well. This, along with their own observations and assessments of children's development, helps them to identify what children need to learn next. They plan activities to help children to progress in their learning and to learn new skills for the future. For instance, when the childminder's assistant reads a story, all children, including one-year-olds, sit well, listen and follow instructions. n Due to the COVID-19 pandemic, parents do not come into the childminder's home. Because of this she has thought about other ways she can share information about children's development with parents. For example, she uses a private social media account to share photos and children's achievements when they are in her care. However, the childminder does not always support parents

p.2

need to do better?

to help them further their own child's learning at home. n Children are supported to be emotionally ready for their move on to school. For example, the childminder invites teachers to visit the children in her garden. Children have opportunities to interact and get to know their new teacher. n The childminder and her assistant extend their professional development. For example, the childminder has completed a training course to help her to

p.2

need to do better?

25 November 2021 promote children's oral hygiene. Children clean their teeth and take part in activities to help them understand the importance of cleaning their teeth and going to the dentist. When the childminder asks children the role of the dentist, they reply that they 'check your teeth'. n The childminder provides opportunities for children to be independent and to manage risks when they use tools. For instance, children help to prepare snack. They use knives safely to cut up fruit, such as mango and banana. n The childminder and her assistant build children's confidence to try new things, wait their turn and offer them lots of praise. For instance, when children use scissors to cut dough, the childminder says, 'very good cutting'. Children are reminded to take it in turns as they press electronic buttons in a book, when the childminder's assistant reads them a story. n The childminder gathers information from parents and children to help her

p.2

need to do better?

identify the opportunities children receive at home. She uses this knowledge to broaden experiences for children. For instance, she recognises that children have fewer opportunities to be creative and to experience messy play activities. Because of this she offers them activities to explore the textures of foam, paint, water and sand. n The childminder and her assistants use songs, rhymes and stories to support children's communication and language skills. However, they do not always build on the range of words that children know, to enable them to practise and extend their language skills. One example of this is when children play with bandages. The childminder uses the words 'it' and 'that one' to describe what children use.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant undertake safeguarding training and understand how to recognise and respond to any concerns about children's safety or welfare. This includes understanding how to respond to concerns about children being exposed to extreme views and radicalisation. The childminder and her assistant help children to learn how to keep themselves safe. For example, they talk to them about road safety and how children can keep themselves safe when they are around dogs. The childminder talks to children about potential risks when they use technological devices to access the internet. This helps to promote children's safety.

p.3

should:

n provide parents with information about how they can continue to support their own child's learning at home n strengthen opportunities for children to build on the range of words they know

p.3

should:

25 November 2021 and to practise their language skills.

p.3

Setting details

Unique reference number EY136892 Local authority Lincolnshire Inspection number 10113902 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 8 Date of previous inspection 23 May 2019

p.5

Information about this early years setting

The childminder registered in 2002 and lives in Cherry Willingham, Lincolnshire. She operates all year round from 7am until 6pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder works with assistants. She holds an appropriate level 5 qualification.

p.5

Inspection activities

n This was the first routine inspection the childminder has 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 setting. n The childminder and 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 outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector 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 Parents shared their views of the setting with the inspector through discussions

p.6

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.

p.6

Inspection activities

25 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7