Childminder in North 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 arrive happily at the childminder's warm and welcoming setting. They sit together and join in with a story, which helps them to practise yoga. As they try out the bridge pose, staff exclaim, 'You look just like the Humber Bridge'. Children keep trying and enjoy their achievements. Children continue to develop their physical skills in the outdoor area. Younger children care for the dolls and take them for a walk with the pushchair. Older children practise their pencil control as they make a list of what they need for the builder's yard. Children are enthusiastic learners and explore the environment confidently.

p.2

The provision is good

Children behave well. Older children help younger children to fasten their shoes before they go to the garden. When children do encounter a problem, they go to the childminder and assistants to ask for help. Staff help children to understand their behaviour and how their actions might make someone feel. As a result, children are developing respect for each other.

p.2

The provision is good

The childminder reflects on parents not entering the setting since the COVID-19 pandemic. Parents now drop off and pick up their child at the door rather than entering the setting. Children settle happily as they leave their parent. They are safe and receive a warm welcome from the childminder and assistants.

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need to do better?

n The childminder and assistants have high expectations of all children. They work with parents and observe children to understand their interests. They quickly build on children's interests to help them in their learning. For example, children show fascination in the dinosaurs, they take them outside and use them in the sand. This supports children to further develop their imagination. n The childminder and assistants introduce new vocabulary to the children as they play. For example, children watch a video of the life cycle of a dragon fly. Staff explain that in its early stages it is called a 'nymph'. Occasionally, staff do not give children enough time to process new learning for it to be fully embedded. As a result, children do not always remember what they have learned before moving on to a new idea. n Children are encouraged to practise good hygiene. They ask when they need to use the toilet and know they need to wash their hands when they are finished.

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need to do better?

Occasionally, staff do not support children to manage their self-care needs. For example, helping them to wipe their own nose and explaining why this is important. This means children do not consistently develop the skills to manage their own self-care. n The childminder shares information about healthy eating with parents. Parents provide packed lunches and can use the helpful information provided. Children

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need to do better?

10 June 2022 enjoy talking about their lunch. For example, the childminder talks to them about how ripe the banana is and how it changes the taste. As they talk about the food, children are learning about healthy eating. n Children are encouraged to help with tasks. For example, children help to tidy up before going outside. They help to collect the pots after snack and enjoy the responsibility as they clear away. This helps children to develop their independence and confidence. n The childminder supports the assistants well. As a team, they reflect on what is working well and what could be improved. The childminder undertakes extensive training to continue to develop her practice and the setting even further. For example, the childminder has completed a course on supporting children's mental health. This has had a positive impact in the setting to support children following the pandemic. This training is shared effectively with assistants. As a

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need to do better?

result, assistants feel well supported in their role. n The childminder and assistants work closely together to share information about children's learning and development. As a result, they have a good understanding of children's individual needs. They use this knowledge to plan exciting experiences for the children. This helps all children to make good progress in their learning. n Parent partnerships are good. Parents speak highly of the setting and talk about what their child is learning. The childminder works closely with parents to identify if children need any additional support to help them progress in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistants know how to keep children safe. They understand the local safeguarding partnership procedures and how to report any concerns they may have. They understand the whistle-blowing policy and who to report to if they have concerns about an adult working with children. The childminder and assistants continue to update their safeguarding knowledge with further training. The childminder actively undertakes risk assessments of the environment to ensure it is safe for children. Children are encouraged to manage their own risks. For example, younger children confidently explore the outdoor environment and manage the large steps safely.

p.3

should:

n provide more time for children in their learning to help them to fully process and remember new ideas n support children further in their self-care practices, so they fully understand the

p.3

should:

10 June 2022 reason for what they are doing and continue to develop their independence.

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Setting details

Unique reference number 2554278 Local authority North Lincolnshire Inspection number 10226017 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 18 Number of children on roll 21 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019. Her hours of opening are Monday to Friday, 8am to 4pm, all year round, except for bank holidays and family holidays. The childminder holds a relevant qualification at Master's level and works with two assistants. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Assistants spoke to the inspector during the inspection. n The inspector spoke to the childminder about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the childminder.

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Inspection activities

n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

10 June 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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