Hudson, Karen Louise

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

p.1

The provision is good

Children arrive happy and settle quickly with the childminder. She gives them cuddles and reassurance to help them to feel safe. Children build close bonds with the childminder and her assistant. Children behave well and follow instructions from the childminder. They are kind to each other and share their toys. The childminder uses praise to encourage children's good behaviour further.

p.2

The provision is good

Children choose their own play, but are also guided by the childminder to take part in more structured activities. Children enjoy the mixture of child- and adult-led activities. They concentrate for long periods and persevere when they get stuck. The childminder uses what she knows about children to plan activities that she knows that they will engage with and that also helps them to make progress in their learning.

p.2

The provision is good

Children demonstrate the new skills that they have learned. For example, they use their fingers to mould dough into shapes and skilfully use scissors to cut paper. They develop their fine motor skills that will help them when they eventually start school and learn to write. Children recall past experiences as they play with the doctor's equipment. The childminder talks to them about when they have visited the doctors'. Children pretend to take each other's temperatures and listen for their heartbeats.

p.2

need to do better?

n The childminder carefully plans her curriculum based on what children already know and can do, and what she wants them to learn next. She uses her observations and assessment to help her to do this. As a result, children make good progress in all areas of learning. n The childminder supports children to develop their language and communication skills. She reads familiar books, such as 'The Gruffalo', and children recall parts of the story and the names of the characters. Children develop a keen interest in books. For instance, they continue to share books with each other once the childminder has finished the story. n The childminder repeats back words to children to help them practise the correct sounds. Children use words, such as 'wow' and 'amazing', when they have made something exciting. However, the childminder does not consistently introduce new words during children's spontaneous play. For example, she does not name

p.2

need to do better?

the doctor's equipment to develop children's vocabularies even further. n The childminder provides many opportunities for children to develop their mathematical skills and knowledge. She regularly counts with children and talks to them about shape and colour. The childminder teaches children positional language, such as 'above' and 'below'. Children say whether they have 'more' or

p.2

need to do better?

15 December 2022 'less' when sharing out the dough. They learn a wide range of mathematical concepts. n The childminder encourages children to be independent and responsible. For example, she encourages children to tidy up after themselves and take care of their toys. However, sometimes, the childminder does not provide enough opportunities for children to independently select materials. For example, when children choose to do a creative activity, the childminder selects and lays out the resources for children. This sometimes limits children's imaginations and creativity. n The childminder and her assistant quickly identify when children need additional support. For example, when children need further support with their language and communication, she discusses this with parents and works with other agencies who can help to provide targeted support. Children with special educational needs and/or disabilities make good progress alongside their peers.

p.2

need to do better?

n Parents speak highly of the childminder. They agree that their children are safe and happy in the care of the childminder. Parents describe how they are particularly impressed with the new communication book that gives them detailed information about their children's day. They also say that the childminder shares information about children's progress and what they are learning next. This helps parents to further support their children's learning at home. n The childminder uses early years pupil premium funding to support children's individual needs. She has identified that some children need additional support to develop their physical skills and has purchased resources, such as balls and outdoor wheeled toys. This helps children to strengthen their muscles and develop their coordination skills. n The childminder has sought support since her last inspection and has improved the processes for providing coaching and mentoring for her assistant. She has

p.3

need to do better?

accessed further training for herself and her assistant. This includes speech and language training that is particularly focused on supporting individual children's needs. This training has helped the childminder and her assistant to improve their teaching practice, to help children to make further progress in their learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have improved their safeguarding knowledge. They have accessed further training to support them to increase their knowledge. The childminder and her assistant are able to describe the signs that a child may be suffering from abuse or harm, and what action they would take. This ensures that children get immediate support when they need it. In addition, the childminder and her assistant also understand what action they must take if an allegation is made against them. The childminder has robust risk assessment processes in place. She ensures that the premises are safe and secure for children. The childminder regularly checks for any hazards and takes immediate action to keep

p.3

should:

n increase the number of new words used with children, to further extend their already growing vocabularies n develop more opportunities for children to be independent and use their imaginations, such as selecting their own resources when they choose an activity.

p.4

Setting details

Unique reference number 957823 Local authority North East Lincolnshire Inspection number 10248318 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 18 Date of previous inspection 29 June 2022

p.5

Information about this early years setting

The childminder registered in 1998 and lives in the village of Laceby, near Grimsby. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder provided the inspector with a sample of key documentation on request. n The inspector held discussions with the childminder and her assistant. n The inspector spoke to several parents during the inspection and took account of their views.

p.5

Inspection activities

15 December 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.

p.5

Inspection activities

15 December 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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