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 Not applicable

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The provision is good

Children settle well into the childminder's home and have close bonds with the childminder. They show that they feel safe and secure in this comfortable, home- from-home environment. Babies demonstrate that they are settled and happy. Their individual routines are respected and provided for by the nurturing childminder.

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The provision is good

Children are self-motivated to be independent explorers. They choose toys and resources confidently. Children access a variety of activities, such as singing songs, chasing bubbles, sand and water play, small-world play and a well-resourced reading corner. They happily focus on their chosen activities provided by the childminder. Children apply themselves fully to their learning and the childminder has clear learning goals for every child. They play happily alone and have the confidence to seek out support when they feel this is necessary.

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The provision is good

Children are challenged to be independent and to develop their self-care skills, such as putting coats and shoes on and washing their hands, from an early age. The childminder has high expectations for children's learning and behaviour. She is a positive role model and gently reminds children of her expectations when they come to her for support.

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need to do better?

n The childminder gets to know children very well when they first start, which helps them to settle quickly. She is sensitive to children's needs and provides exciting and meaningful opportunities for them to learn through play. n The childminder is very proactive and constantly makes the effort to improve her practice. She regularly reflects on her provision and the impact her teaching has on children's attainment. She accesses online training to further her knowledge and understanding of early childhood development. This helps her to support children to achieve their learning goals. n The importance of getting children ready for school is recognised by the childminder. She places a focus on communication and language, social and emotional development, and independence skills. As a result, children are well prepared for the challenges of developing these skills, ready for the next stage in their learning.

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need to do better?

n Parents value the childminder's care and learning for their children. Parents praise the childminder's regular communication. They say their children are happy and settled and that their developmental needs are fully met. Parents appreciate the childminder's flexibility to meet their diverse needs. They would highly recommend the childminder to other families. n The childminder comments and asks questions about what children are doing

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need to do better?

31 August 2022 during play. However, she does not always encourage children to think in a deeper way. This means that children do not develop their problem-solving skills as much as they could. n The childminder communicates effectively with parents to help them to continue their children's learning at home. She works closely with parents to support their children, such as with toilet training and establishing healthy routines. This helps to ensure continuity for children. n Parents provide a healthy packed lunch for their children. The childminder ensures that children drink plenty of water throughout the day and she provides nutritious snacks. Children learn about healthy lifestyles. This prepares them well to make positive choices about their well-being in the future. n Children are familiar with the daily routine, which includes restful sleep and plenty of play outside. Children enjoy opportunities to visit local places in the

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need to do better?

community. The childminder recognises the importance of these experiences to develop children's understanding of the world around them. As a result, children make good progress. n Children develop an early love of reading and singing. They engage in the familiar story of 'The Tiger Who Came to Tea'. They excitedly make tea and fill and empty their tea pots and cups. They talk about the smell of the tea and the colour changes they observe. Children also learn a large variety of nursery rhymes and love to burst into song as they play. They develop a rich vocabulary through these stories and rhymes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her duty to safeguard children and keep them free from harm. She knows how to recognise the signs and indicators of abuse and keeps her knowledge of child protection up to date through regular training. She is aware of child protection issues, such as exploitation, extremism and radicalisation. She knows the local procedure to follow if there were any allegations against her or a member of her household. She has clear policies and procedures in place for recording and reporting concerns. The childminder carries out regular risk assessments of her home and places she visits. She takes appropriate action to reduce any identified risk.

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should:

n find ways to help children to develop their thinking and problem-solving skills to a higher level.

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Setting details

Unique reference number EY550958 Local authority North East Lincolnshire Inspection number 10143547 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 Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in New Waltham, Grimsby. She operates all year round, from 7am to 6pm, Monday to Thursday, 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 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 showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. They discussed how the curriculum is implemented and the impact this has on children's learning. n The inspector spoke to children at appropriate times throughout the inspection. n The childminder provided the inspector with key documentation on request. n Parents verbally shared their views of the setting with the inspector and via the childminder's feedback questionnaires.

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Inspection activities

31 August 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

31 August 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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