Pell, Melissa Marie

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 happy and smile as they are greeted by the childminder. They leave their parents happily to enter the childminder's home. Children are confident and show they feel comfortable in the childminder's care. For example, children wave goodbye to their parents, walk into the playroom and begin to choose toys, unprompted. Children ask for help from the childminder when needed.

p.2

The provision is good

Children are respectful when they work together. They gather toy cars and place them in a garage. They put them in the lift and take it in turns to move the cars to the roof of the garage. Children behave well and use manners regularly with one another and the childminder. Children are supported to behave by the childminder with gentle reminders. For example, when children begin to run in the house, she reminds them to use walking feet. Children remind one another of what is expected of them. For example, when children want a toy that another child is playing with, they say, 'turns.'

p.2

need to do better?

n The childminder understands child development and what she wants children to learn. She plans the environment and experiences to promote children's next steps in learning. The childminder supports children's learning with opportunities outside of her home and in her local community, such as visits to parks and shops. n Children develop positive relationships with the childminder and make friends. The childminder praises children when they interact positively with one another. She positions herself so she is available to children, to model what to do with items. Children enjoy the childminder's company and persist with activities even when they experience challenges. n The childminder provides opportunities for children to develop physically. For example, children make marks on paper using pens. They use spoons to scoop lentils into tubs and bowls, and they run the lentils through their hands, watching them drop into a tray. Children stand at either end of the hallway and

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need to do better?

skilfully kick a ball back and forth to one another, supported by the childminder. n The childminder supports children to develop their mathematical knowledge. For example, the childminder sets up activities for children to find numbers. Children are then encouraged to identify the number they have found and match it to the correct number card. Children can match numbers one to nine. n Children's understanding of the world is clarified by the childminder. The childminder identifies and corrects children's misconceptions. For example, when children look at pictures of animals and point to a picture of a rat and say 'mouse', the childminder supports the children to see it is bigger than a mouse, then identifies it is a rat. Children identify the rat correctly when they revisit the

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need to do better?

31 October 2022 pictures. n The childminder supports children to become independent. Children are encouraged to take their shoes and coat off when they arrive. The childminder supports children to visit the toilet and wash their hands. Children are asked to find items throughout the morning that are around the room. n The childminder interacts with children. She points to items and asks children questions such as, 'What is it?' However, the childminder's interactions do not always support children to communicate or use new language. For example, at lunchtime, the childminder names items in children's lunch boxes, but children sit for long periods without any other conversation. n Parents say that they are happy with the childminder's care. They like that she takes the children out to have experiences beyond the home. Parents say that they get information through daily feedback from the childminder, such as what

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need to do better?

activities their child has done that day. However, the childminder does not fully support parents to extend their children's learning within the home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has knowledge of the signs and symptoms of abuse. She has attended training, which has supported her in developing her knowledge of wider safeguarding issues, such as families being radicalised. She is confident to make appropriate referrals to relevant agencies, to support families and their children. The childminder has attended first-aid training. This helps her to respond to accidents or injuries appropriately. The childminder ensures the environment is safe, inside and outside, through risk assessments. The childminder ensures the suitability of the members of her household.

p.3

should:

n improve skills to develop interactions with children, to further support their communication and language beyond what they already know n support parents further to help them to understand what their children's next steps are, to enable them to extend their children's learning at home.

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Setting details

Unique reference number EY426448 Local authority Lincolnshire Inspection number 10235540 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 16 November 2016

p.4

Information about this early years setting

The childminder registered in 2011 and lives in Lincoln. She operates all year round, from 6.30am to 8.30pm, Monday to Friday, except for family holidays and bank holidays. The childminder can provide funded early years places. She offers before- and after-school and holiday sessions for school-aged children.

p.4

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 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 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 The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation with the childminder in the morning. 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

31 October 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 October 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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