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 are extremely confident in this homely environment. They are keen to show visitors toys that are in the playroom. Children explain to visitors how to use the toys and what they are used for. Children behave very well and learn to share and take turns with others. They are polite and use good manners. Children have positive relationships with the childminder and their peers. Younger children snuggle into the childminder and sit on her knee for comfort. Older children laugh when they ask the childminder to tickle them. Children understand the importance of keeping the environment tidy. They willingly help the childminder to put toys away before they get others out. This helps to provide a safe environment for children to play and learn in.

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The provision is good

The childminder understands how children progress. She plans experiences to help them to develop their understanding of objects they use. For example, when children use a periscope, the childminder creates an imaginary play experience where they can use the object. Children pretend to be under the sea and use the periscope to look at a pretend boat that is on the surface of the sea. Children solve problems in their play. For example, when they complete puzzles, they think about how to turn the pieces around to make them fit together.

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need to do better?

n The childminder talks to staff at other early years settings that children also attend. She shares information with them about their children's learning. This includes working together to provide a written summary for parents to show them children's progress when they are between the ages of two and three years old. This helps to promote consistency in children's development. n The childminder reflects on her provision and what she offers children. This helps her to identify how to continue to support children's learning. For example, she purchases equipment to increase opportunities for children to learn about technology. Children show an understanding of how to operate digital drawing pads. The childminder uses these to make 'squiggle marks' for children to copy. This helps to develop their pencil control in preparation for early writing and for their move on to school. n The childminder skilfully adapts her teaching to support the different ages and

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need to do better?

abilities of the children. For example, she uses simple words to describe objects and pictures when she speaks to younger children. This helps to extend their understanding of words. The childminder asks older children a good range of questions, encouraging them to think and respond appropriately. n The childminder provides opportunities for children to develop a love of books. She encourages children to choose books to look at. When she reads stories, the childminder uses different tones in her voice. This helps to capture children's

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need to do better?

3 May 2022 interest and they sit and listen well. These skills help children for future learning. n The childminder praises children's positive behaviour. For example, she gives them a 'high five' or a fist bump. She encourages children to identify how others may be feeling and to show empathy towards their friends. n The childminder knows children well. She uses observations and assessments to identify what they need to learn next. However, occasionally her teaching does not challenge children to extend their learning further. For example, when she asks children to identify a number that is one more or one less than a given number, children already know the answer. n The childminder ensures that children have plenty of physical exercise and fresh air. She provides children with healthy meals, drinks and snacks. Children are supported to develop an understanding of where food comes from. For example,

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need to do better?

they help the childminder to plant and grow beans. n The childminder encourages children to be independent. She is very patient and gives younger children the time they need to complete tasks on their own. For example, younger children fetch their shoes and put tissues in the bin. Older children put their coats on before they play outdoors, often managing zips on coats on their own.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder helps children to learn how they can keep themselves safe. For example, children know that when they walk in the street, they look both ways before the childminder tells them when it is safe to cross the road. The childminder uses innovative ways to ensure that children leave her home safely during daily routines or in the event of a fire in the home. The childminder has completed child protection training. She is aware of the signs and symptoms of abuse. She knows where to report concerns about children's welfare, to promote their safety.

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should:

n use what is known about children to continually extend and challenge their learning further.

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Setting details

Unique reference number EY482773 Local authority Lincolnshire Inspection number 10231937 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 9 Date of previous inspection 7 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Stamford, Lincolnshire. She operates during school term time and for occasional days in the school holidays from 7.30am until 5.30pm, Monday to Friday, except for bank holidays and family holidays. She 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 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 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

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 May 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

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

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