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 show positive relationships with the childminder, her assistant and their peers. For instance, children wrap their arms around the assistant and give her a cuddle. Children play cooperatively together in their play. They take it in turns and work as a team with their friends to stack bricks. Younger children who are new arrive happy and confidently leave parents. They demonstrate that they feel safe and secure in the childminder's care. Children show a sense of responsibility to care for their environment. For instance, when a 'tidy-up song' plays, children quickly spring into action and help to put the toys away.

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The provision is good

Children have opportunities to make connections in favourite books to real-life experiences. For example, after the assistant reads children a story about a caterpillar eating fruit, the childminder offers children the same fruit at snack time. This provides them with opportunities to taste different fruits, such as melon, plum and strawberries to help promote a healthy diet. Children borrow a soft toy called 'star bear' to take home. They take the bear on adventures with their families and are asked to talk about these experiences with the childminder. This helps children to remember past events and to develop their confidence and social interactions.

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need to do better?

n The childminder reflects on her practice. Since her last inspection, she has erected a cabin in her garden which she operates from. This provides children with more space and opportunities to support their learning. For example, children have access to a play kitchen to develop their imagination and role-play experiences. n The childminder uses information from parents about their children's abilities and her own observations and assessments to identify how to support children's progress. For example, she plans daily experiences to encourage children to be physically active. Children join in group times where they move their bodies to music. They sing a welcome song, clap their hands and touch their toes. n Children have opportunities to develop a love of books. When the childminder reads children stories, they sit well and listen. She asks them questions about the images they see on the pages, helping to maintain their attention. The

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need to do better?

childminder invites children to take books home to encourage parents to read to them. This helps to provide consistency in children's learning. n Children are keen to explore and investigate the toys and are curious to observe what is happening around them. However, occasionally when the assistant plans adult-led activities for children, they are not fully effective in helping children to build on what their already know and can do. For example, when older children confidently count and recognise numbers to 10, the assistant does not help them to build on their knowledge.

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need to do better?

22 March 2023 n Parents are complimentary about the care and learning the childminder and her assistant offers their children. They say that children are always made to feel comfortable and welcomed at the gate when they arrive. n The childminder encourages children to be kind to each other. She praises children, gives them stickers and invites them to choose a toy from a 'treasure tin' to reward positive behaviour and their achievements. This includes when they use the potty for the first time. This helps to raise children's self-esteem and to understand what is expected of them. n Children show an understanding of the daily routines. However, during some of these routines, the childminder and her assistant do not support children's learning. For example, when the childminder and her assistant change children's nappies, they do not use this personal one-to-one time to support their early speaking skills.

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need to do better?

n The childminder provides opportunities for children to learn skills for the future. For example, she asks older children to complete tasks by themselves, such as to put on their shoes and to open food packaging in their lunch box. n The childminder helps children to develop their understanding of oral health. For instance, she invites dentists to visit the children to help them identify foods that are good and bad for their teeth.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder helps children to understand how they can keep themselves safe. For example, children take part in practising fire drills and how to leave the premises safely in the event of a fire. The childminder talks to children about road safety when she walks with them in the street. The childminder and her assistant understand how to identify if a child is at risk of harm. This includes if children are being drawn into extreme views and beliefs. The childminder knows the procedure to follow to report concerns about a child's safety.

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should:

n support the assistant to plan adult-led activities more effectively to encourage children to build on what they already know and can do n use daily routines that include one-to-one time with children more effectively to support their learning.

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Setting details

Unique reference number EY488058 Local authority Lincolnshire Inspection number 10276366 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 12 July 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Lincoln, Lincolnshire. She operates all year round, from 8am until 4.30pm, 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 4 qualification and works with an assistant.

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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, both indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke 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 and her assistant. 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

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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

22 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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