Childminder in North East 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 develop strong relationships with each other and with the childminder. This gives them the confidence they need to explore their environment and make good progress in their learning and development. For example, children confidently choose their own play. They concentrate well when using tweezers to pick up pom- poms and feed them to a box-model monster. They are developing their small- muscle skills. The childminder knows that this will help them to develop the skills they need later when learning to write.

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The provision is good

The childminder talks to parents about their children's experiences at home. She takes children to visit local parks, farms and other places of interest. This helps to widen children's life experiences. Children help the childminder to care for the plants in the garden. They learn that plants need water to grow. The childminder encourages children to rub the different leaves and smell them. She explains that some smell like 'tomatoes' and others smell like 'toothpaste'. Children are highly engaged in the activity. They learn about the world around them and develop their vocabulary.

p.2

The provision is good

In response to the COVID-19 pandemic, the childminder made several changes to her procedures, to further reduce the risk of the spread of infections. This includes parents not entering the setting. She uses numerous communication methods to ensure a good partnership with parents is maintained.

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need to do better?

n The childminder has a clear vision for what she wants children to learn. She talks to parents and observes children to find out what they can do. She uses her good knowledge and understanding of child development to plan interesting and engaging activities, that support children to make good progress. As a result, children are ready for their next stage in learning. n The childminder skilfully adapts activities so that they meet the varying needs of the children attending. For example, during a ball game intended to improve children's listening and attention skills, she adapts the amount of time children must wait according to their abilities. This means that activities offer children the right amount of challenge. n The childminder supports children's communication and language development. She introduces new words to them when playing, and through songs and stories. She brings stories to life as she reads to children. They listen intently

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need to do better?

and join in with repeated phrases such as 'huggle buggle bear'. They enjoy singing with the childminder. They spontaneously sing when playing. As a result, children make good progress in their understanding and expressive language skills.

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need to do better?

6 July 2022 n The childminder consistently reinforces her high expectations for children's behaviour. She reminds them of the rules. For example, 'We go up the steps and down the slide.' Children respond promptly to her instructions. Children tell each other, 'We have our own, but we can share.' Consequently, children's behaviour is very good, and they are ready to learn. n Children are developing their independence. When they sneeze, they know they must 'catch it'. They get a tissue and wipe their nose. The childminder reminds them to clean their hands. Children try hard when it is difficult to pull up their sleeves. They say, 'I did it,' and the childminder praises them. This helps them to develop their self-confidence. Sometimes, the childminder does things for children that they could do for themselves. This includes serving them food and pouring their drinks. n Parents report having good communication with the childminder. She talks to

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need to do better?

them about their child's day when they arrive to collect them. The childminder provides a book for written communication between home and the setting. She shares detailed learning records with parents. The childminder helps parents to share and support their children's learning at home. n The childminder attends regular training and completes independent research. This helps her to keep her own knowledge and understanding up to date. She asks parents for regular feedback and evaluates her own practice. This means that the quality of care and education she provides is continually improving.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder helps children learn about how to keep themselves safe. For example, when walking to school, she talks about road safety. When they get to the crossing, children tell the inspector, 'We have to wait for the green man.' The childminder has good knowledge and understanding of safeguarding issues. She is able to outline a range of the signs and symptoms of possible abuse. She understands the correct procedures to follow if she has any concerns about the children in her care. She knows what to do if an allegation is made against her or any household member.

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should:

n further develop good practices for supporting children's independence by extending this to mealtimes.

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Setting details

Unique reference number EY396251 Local authority North East Lincolnshire Inspection number 10071704 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 7 Date of previous inspection 20 October 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Cleethorpes. She operates all year round, from 8.45am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. 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 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 she ensures it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 Parents shared their views of the setting with the inspector.

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Inspection activities

6 July 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 July 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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