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 Good

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The provision is good

Children show positive relationships with the childminder. When they wake from sleeping, they gently rest their head on her shoulder for comfort. Children confidently move around the childminder's home, selecting toys to promote their interests. They investigate how they can open plastic toy eggs to explore what is hidden inside. Younger children are keen to learn how toys work. They put toy cars at the top of a ramp and smile when they watch them roll down to the bottom.

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The provision is good

The childminder supports children to develop their hand-to-eye coordination. For example, she shows them how to stack toy wooden bricks on top of each other. Younger children take it in turns with the childminder, copying her actions. They begin to build and construct themselves. Children develop a love of books. The childminder reads stories to them regularly. Younger children learn the names of the images they see on the pages and how to turn the pages of the book in the correct way.

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The provision is good

Children are supported to develop an understanding of how they can keep themselves safe. For example, the childminder talks to them about road safety when she walks with them in the street. Children learn about potential risks and how to reduce these when they use technological devices to access the internet.

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need to do better?

n The childminder supports children's communication and language skills well. She gets down to their level when she talks to them. The childminder names objects that younger children play with. This helps them to learn new words, supporting their developing vocabulary for future learning. n The childminder reflects on her practice. During the COVID-19 pandemic, she changed the way she provides outdoor experiences for children. The childminder has identified new and exciting places to take children to support their learning, including to develop their understanding of nature. For example, she takes children for walks in woodland where they collect and learn about natural objects, such as conkers and sticks. n The childminder is a good role model for children. She promotes the use of good manners and encourages children to share. For example, when children hand her a pretend egg, she says 'thank you'. The childminder completes relevant

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need to do better?

training courses to help develop her understanding of how to manage children's behaviour. This strengthens her knowledge of when to use distraction with younger children. n When children first start attending, the childminder supports their emotional well-being. She offers parents and their children settling-in sessions. This provides opportunities for children to feel comfortable and familiar with the

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need to do better?

6 April 2022 childminder and her home. n The childminder follows children's interests in play. She uses observations and assessments to identify what they need to learn next. However, the childminder does not always plan precisely to continually build on and extend their learning further. For example, when she identifies that younger children need to be more confident to explore messy play activities, she does not always offer this. n The childminder provides children with opportunities to be emotionally ready for their move on to school. For example, she takes them to attend group music sessions at a local school that is facilitated by teachers. This helps children to become familiar with the school environment and teachers before they attend the school. n The childminder plans opportunities for children to develop their understanding of measure, numbers and counting. For example, she works with children to

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need to do better?

measure and record their height. The childminder helps younger children to develop an understanding of how to count in the correct order. n Daily routines are a positive experience for children. For example, when the childminder changes children's nappies, she gives them toys to play with and talks to them about what she is doing. This helps children to feel safe and secure. n Parents comment positively about the childminder. They say that their children love spending time with her. Parents appreciate that her home is always welcoming, clean and well organised. They say that the childminder makes their children feel part of her family.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes risk assessments to help reduce hazards in her home. She uses safety gates to stop children from accessing certain parts of her home unaccompanied. The childminder securely locks her front door to stop unauthorised people from entering her home. This helps to keep children safe. The childminder has completed child protection training. She is aware of the signs and symptoms of abuse. This includes if children are being exposed to radicalisation or female genital mutilation. The childminder knows where to report concerns about children, to help promote their safety and welfare.

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should:

n use what is known about children to plan even more precisely and to continually build on and extend their learning further.

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Setting details

Unique reference number EY444251 Local authority Lincolnshire Inspection number 10231822 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 4 Date of previous inspection 14 September 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Bourne, Lincolnshire. She operates all year round from 6.30am until 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 assessed the impact this has on children's learning. n Children interacted 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 and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

6 April 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

6 April 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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