Cooper, Sharon Marie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children are happy and enjoy learning in the cosy, homely environment created by the childminder. They have developed a close relationship with her and settle quickly in her care, happily seeking a reassuring cuddle when needed. This has a positive impact on children's emotional well-being and helps ensure they feel safe and secure. Children make choices in their play from a range of accessible resources. They enjoy developing their imagination while role playing shop keepers and chefs. The children willingly share their ideas with the childminder and inspector, inviting them to join in their play. For instance, the children are confident in offering the inspector lots of different types of bread to eat, laughing and pulling a funny face as they pretend to put sauce on the toast.

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The provision is good

The children enjoy the outdoor environment, developing their physical skills and learning how to safely take risks in their play. Children enjoy climbing and swinging on the tree swing, learning how to hold on tight and swing away from the tree. They giggle and smile as the childminder asks if they are going high in the sky. Children discover different ways of making marks outside, such as their feet going 'crunch' on the frost as they create footprints. Children are independent and develop determination, supported by the childminder. For example, the childminder praises younger children, who concentrate and persevere to complete a complex lion puzzle. They excitedly tell the childminder that lions 'roar'. Children behave extremely well and adhere to the childminder's high behavioural expectations. They listen to the childminder's instructions and respect the resources available, helping put them away carefully when they finish playing.

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need to do better?

n The childminder's clear focus on communication and language support is highly effective. She consistently uses high-quality interactions and questioning, supporting the children to make progress with their speech. The childminder reads a story about animals, repeating key words and sounds as the children lift flaps on the pages. She encourages young children to try 's' for snake and practise the name zebra for what they call a stripy horse. Children show their love of books, frequently taking a book for the childminder to read to them. n The childminder encourages children to try things for themselves throughout their daily routines and play. For example, the childminder gives children thinking time while independently opening a difficult toy box. Children learn to take part in their own care routines, such as finding their nappy and walking to the changing area. They demonstrate a good understanding of the boundaries,

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need to do better?

inside and outside. For example, the children know to walk inside the home. n The childminder provides a range of new and familiar experiences for children to explore their environment and wider community. The childminder helps the

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need to do better?

18 January 2022 children feed the birds in the garden. They gasp in awe as many seagulls and black birds appear. This sparks a discussion about previously walking to the local shop. The children chose and paid for baking ingredients and fed the many ducks they discovered during the trip. n The childminder knows the children well and is attentive to their individual care needs. The childminder observes children playing and accurately assesses what they need to learn next. She has a good understanding of children's learning and development requirements, including children with special educational needs and/or disabilities. She focuses on supporting any identified gaps in children's learning and experiences. n The childminder offers opportunities in the environment for children to learn, based around their interests and building on what they know and can do. For example, children develop their mathematics skills while exploring dinosaurs.

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need to do better?

They help the dinosaurs walk across a wobbly bridge, comparing them and discussing if they are small, medium, or large. The childminder, at times, lacks clarity about what it is she wants children to learn during adult-led activities. As a result, although children are eager to learn, some activities are not challenging enough, and children, therefore, lose focus and engagement. n The childminder uses a variety of professional development opportunities. She is reflective and passionate about improving her practice. The childminder undertakes training that has a positive impact on children's learning needs. For instance, the childminder has implemented techniques from relevant communication and language training. This has developed her understanding of different types of quality interactions, particularly supporting children who are not as confident at speaking. n The childminder works effectively alongside parents and carers in all aspects of

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need to do better?

children's care and developmental needs, such as toilet training. The childminder encourages parents to share their comments and views on her service. Parents feel well informed and make comments about her being 'like a second mum'.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her responsibilities in keeping children safe, including the appropriate outside agencies to report concerns to. She takes steps to ensure children's safety when on walks and in the community. She demonstrates a good knowledge of the signs and symptoms that may indicate a child, or family, is at risk of harm. She has a clear safeguarding procedure and keeps her knowledge up to date, including how to keep children safe using technology. The childminder checks the home and garden regularly to ensure it is a safe and secure environment for children. She has a robust visitor procedure and ensures the suitability of anyone living on the premises.

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should:

n develop a sharper focus on what you intend children to learn when planning activities, ensuring enough challenge for all children.

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Setting details

Unique reference number EY348385 Local authority Lincolnshire Inspection number 10073858 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 9 February 2016

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Information about this early years setting

The childminder registered in 2007 and lives in Chapel St. Leonards, Skegness. She operates all year round from 7.30am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The inspector looked at and discussed all the areas of the home used for childminding. n The inspector observed and evaluated the quality of learning during play. n The inspector discussed children's learning and development with the childminder, including children's interests. n Discussions took place between the inspector and childminder at convenient times during the inspection. n The inspector took parents' and children's views and comments into consideration. n The inspector and childminder evaluated a joint observation of an activity. n The inspector sampled a variety of documentation, such as first-aid certificate, policies and procedures, and evidence of the childminder's suitability.

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Inspection activities

18 January 2022 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

18 January 2022 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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