Childminder in 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 are happy to leave parents when they arrive into the childminder's care. They are keen to interact with the childminder, for example, telling her that they have new shoes. Children show positive relationships with the childminder and their peers. They sit on the childminder's knee for comfort and reassurance. Older children are excited to give younger children a cuddle when they wake from sleeping. Children learn how to behave well and receive praise from the childminder. For example, children show kindness when they pass a rolling pin to their friends and work as a team to make pretend cakes.

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The provision is good

Children show determination and concentrate when they learn new skills, such as when they use scissors to cut paper. They are supported by the childminder who holds the paper, allowing children to focus on moving the scissors. Children enjoy being physically active. Older children pick up soft-play shapes and show their strength when they carry them around the room. Younger children climb on the soft play-shapes and use them to pull themselves up to standing. Children are provided with opportunities to solve problems in their play. For example, they figure out how to fit shapes together in a puzzle. Children think about how they can screw lids on bottles.

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need to do better?

n The childminder demonstrates a passion about the care and learning she offers children. She reflects on her own practice and extends her professional development. For instance, she attends training courses and films her own practice, which helps her to reflect on her interactions with children. Recent training has helped to increase her knowledge of brain development and how to give children time to solve problems on their own. n Since the childminder's last inspection, she has moved house. This enables her to make changes to the environment to increase opportunities for children. For example, she has toys and resources at a low level to make them more accessible. This helps children to know where toys are kept to support their play and to help tidy away. n Overall, the childminder supports children's communication and language skills well. She talks to children when she plays alongside them and children copy the

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need to do better?

words she uses. However, the childminder does not fully encourage children's thinking skills. For example, some of the questions she asks them do not encourage children to share their thoughts and ideas. n Children have opportunities to engage in experiences they do not always have access to at home. For example, the childminder takes children to toddler groups where they mix and play with other children to help develop their social skills. The childminder takes children for walks in the community to develop their

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need to do better?

2 March 2023 physical skills and stamina when walking. n The childminder models using good manners, such as when handing children their sandwich at lunchtime. Children copy this and repeat the words back to the childminder; this encourages them to be polite. n Before children start attending, the childminder finds out as much as possible from parents about their child's care and learning. For example, she finds out how children like to be comforted when they become upset, to help her to promote their emotional well-being. The childminder uses information from parents about children's prior abilities, along with her own observations and assessments, to identify how she can continue to support children's development. n The childminder shows children respect and helps them to understand what is happening. For example, she asks them if she can wipe their noses before she does this. When the childminder changes children's nappies, she makes this a

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need to do better?

positive experience for them. For example, she talks to children about their name and family members. n Parents value the detailed information they receive from the childminder about their children's day. The childminder encourages parents to continue children's learning at home to promote their independence in managing their self-care skills. This contributes to providing a united approach to supporting children's progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides children with a safe space to play. She keeps doors and gates to her home securely fastened to stop children leaving her premises. The childminder uses safety equipment, such as gates, to stop children have accessing to certain areas on their own. The childminder knows how to identify if children may be subject to harm, abuse or radicalisation. She knows the procedure to follow and the safeguarding agencies to contact if she has concerns about a child's safety or welfare. If children are collected by other people, the childminder asks parents for a password and a photo of the person, to ensure that children leave her care with an adult who the parents know.

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should:

n develop questioning skills to encourage children to share their thoughts and ideas.

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Setting details

Unique reference number EY486405 Local authority Lincolnshire Inspection number 10264823 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 4 Date of previous inspection 27 June 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Grantham, Lincolnshire. She operates all year round, from 7.30am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 2 qualification.

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Inspection activities

n This was the first routine inspection the childminder has 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 and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Children interacted with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation and evidence of the suitability of persons living in the household. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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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

2 March 2023 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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