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 Not applicable

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The provision is good

Children show that they feel comfortable and confident in the childminder's care. They move around the playroom, selecting toys to promote their interests. Children demonstrate positive relationships with the childminder. Babies hold out their arms for the childminder to pick them up. Children receive a calm voice and comfort when they wake from sleeping. Babies and younger children begin to form positive relationships with each other. They sit alongside others and take turns to play with the toys available, showing an early understanding of how to share.

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The provision is good

The childminder plans activities to encourage children to explore and investigate. For example, babies and younger children laugh and squeal with excitement when they sit in a tray of shallow water. They move their arms and legs to make a splash. Children are supported to understand how to use the toys they play with. For example, children copy the childminder when she shows them how to post circular discs into a toy. Children develop their physical skills, such as the strength in their bodies. For example, children who begin to walk are supported when they hold onto the childminder's hand, especially when they negotiate different level surfaces. Babies begin to pull themselves up onto their knees when they reach for objects.

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need to do better?

n The childminder supports children's emotional well-being when they first start attending. She offers children settling-in sessions. This provides opportunities for children to get to know the childminder and her home. n The childminder gathers information from parents about their children's prior learning and achievements when they first start. She uses this information, along with her own observations and assessments of children's development, to plan for what they need to learn next. For example, the childminder provides opportunities for younger children to play with spoons before she encourages them to use a spoon at mealtimes. n The childminder makes daily routines a positive experience for children. For example, when she changes children's clothes, she talks to children about what she is doing. This helps children to be involved in the process and to understand what is happening to them. n The childminder completes training courses to extend her knowledge of how to

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need to do better?

keep children safe. However, she has not identified how to further her professional development to extend her knowledge of how to support the individual learning needs of the children in her care. This will help to raise learning outcomes for children even higher. n The childminder consistently praises children for their achievements. This helps to raise their self-esteem and supports children to understand what is expected

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need to do better?

12 May 2022 of them. For example, when children take it in turns to press buttons on electronic toys, the childminder says, 'You are sharing, that is nice.' n The childminder supports children's communication and language development well. For example, she talks to children when she plays alongside them. When babies babble, she repeats the sound they make. This helps children to learn how to take turns in conversations. n Children benefit from plenty of fresh air to help promote their good physical health. For example, the childminder takes children for walks and provides opportunities for them to play in the garden. However, she does not consistently follow good hygiene routines. Children are not always supported to wash their hands before they eat. n The childminder shares information with parents about children's care routines and achievements. She sends them photos of children playing. The childminder

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need to do better?

supports parents to continue their children's learning at home. For example, she provides them with activities to support babies to develop the strength in their legs in preparation for walking. This shows a united approach to helping children achieve and learn skills for the future. n The childminder broadens children's experiences. She is aware that some children do not engage in messy play activities at home. Because of this, she provides children with these experiences when they are in her care, such as to play with jelly and cooked spaghetti. This encourages children to be creative and to explore different textures in their play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder completes risk assessments in her home to help reduce hazards for children. Her home is secure, helping to stop unauthorised people from having access to children. The childminder uses safety equipment to help her to keep children safe. For example, she securely fastens babies and younger children into high chairs when they eat and in pushchairs when she takes them for a walk. The childminder is aware of the signs and symptoms of abuse, including if children are being exposed to extreme views 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 extend professional development to gain a deeper understanding of how to support children's individual learning needs n strengthen the consistency of hand hygiene practices to support children's understanding of the links between good hygiene and good health.

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Setting details

Unique reference number EY551562 Local authority Lincolnshire Inspection number 10174115 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Kettlethorpe, Lincoln, Lincolnshire. She operates during school term time from 7am until 5pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder 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 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 and reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

12 May 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

12 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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