Bowring, Deborah

Overall effectiveness Good

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

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The provision is good

Children are excited to go to the childminder's playroom when they arrive. They happily sing songs to themselves as they play. For example, when children find a toy spider, they start to sing a nursery rhyme about a spider. Strong bonds are formed between the childminder and the children. They go to her for a cuddle and ask her questions about what she is doing. Children show kindness to others. For instance, they pass each other fruit at snack time and share buckets and spades with their friends outdoors.

p.2

The provision is good

The childminder follows children's interests and helps them to progress in their learning. For instance, when they select a book that shows different insects, she introduces a bag full of toy insects for them to explore. Children recognise some insects, such as a cricket and dragonfly. The childminder helps them to understand the names of other insects, such as a mosquito. Children are physically active. Indoors, older children jump on a small trampoline and proudly demonstrate how they can hold on to a bar and do a somersault safely. Outdoors, younger children explore and navigate their way through a pathway in the hedges and bushes. When they reach the end they shout, 'Here I am!'.

p.2

need to do better?

n The childminder is aware that due to the COVID-19 pandemic, some children are less confident to socialise and interact with others. Because of this, she takes children to toddler groups where she encourages them to play and to develop their confidence to interact with other children of a similar age. n The childminder keeps parents informed about their children's achievements and learning. She supports parents to continue their children's learning at home, such as helping them to develop a love of stories. The childminder uses additional funding to purchase books to give to parents, to support them to share stories with their children. n Parents appreciate the support they receive from the childminder. They explain how she is keen to work in partnership with them and to take on board their ideas of how to support their children's development. n The childminder encourages children to use good manners. For instance, when

p.2

need to do better?

children tell her what they would like for a snack, she gives them gentle reminders to say 'please'. n When children first start attending, the childminder insists on them having settling-in sessions. This helps to promote children's emotional well-being and gives them opportunities to get to know the childminder and her home. The childminder finds out about children's prior abilities from parents. She uses this, along with her own observations and assessments, to identify what children need to learn next. This helps her to plan for children's good progress.

p.2

need to do better?

26 January 2022 n The childminder offers children healthy snacks and meals. She provides them with opportunities to make their own meals. For example, children choose which foods they would like to put on pastry at lunchtime. However, the childminder does not consistently help children to wash their hands immediately before handling food. She does not explain to the children how this helps to promote their good health. n When planning her curriculum, the childminder places a strong focus on supporting children's communication and language skills in readiness for their future learning. She has accessed training to help her to encourage children's speaking skills. This has equipped her with the knowledge to provide a language-rich environment. For example, the childminder talks to children, asks them questions and sings songs with them, constantly promoting their language development. n The childminder plans experiences for children to learn about birds. When

p.2

need to do better?

children make bird feeders, she talks to them about the food that birds eat. Children make decisions about where they want to put the bird seed. Some children choose to sprinkle it on the grass and others choose to put the seed on a shelf. n Younger children show excitement to look at pictures in books with the childminder. They correctly identify objects when asked. However, older children are not consistently provided with opportunities to develop their early literacy skills further. For example, when children show an interest in the letters in their name, they are not provided with the correct sounds that the letters represent.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her knowledge of safeguarding up to date. She understands how to identify any concerns about children's safety or welfare and when to report these to the appropriate professionals. The childminder completes daily safety checks to identify and remove any hazards, so it is safe for children to play. For example, she gets down to children's height level in the garden to ensure that there are no spikes on hedges and plants that could hurt the children. The childminder uses safety gates to stop children from accessing certain rooms in her home, such as the kitchen. This helps to keep children safe.

p.3

should:

n help children to follow hand-hygiene routines consistently and to understand how this links to keeping themselves healthy n gain a deeper understanding of how to support older children's literacy skills.

p.3

Setting details

Unique reference number EY343472 Local authority Lincolnshire Inspection number 10114423 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 4 Date of previous inspection 9 November 2015

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Ruskington, Lincolnshire. She operates during term time only from 8.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds an appropriate level 6 qualification.

p.4

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 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 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. She reviewed a sample of documentation. n The inspector spoke to parents and took account of their views.

p.4

Inspection activities

26 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.

p.4

Inspection activities

26 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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