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

The childminder forms strong relationships with the children. She is kind and caring and instinctively knows when children need a comforting cuddle. This helps children to feel safe and secure. When children start at her setting, the childminder provides resources and activities based on what interests them. For instance, when parents tell the childminder their children like a popular television character, the childminder provides toys linked to the programme. This contributes to children settling in quickly. The childminder has a strong commitment to ensuring children develop personal, emotional and social skills. She encourages children to help tidy away toys before getting something else out. The childminder gently role models good manners, such as adding 'please' when children request something and occasionally forget.

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The provision is good

The childminder provides children with time and encouragement to practise their independence skills. For example, she asks the children to have a go at putting on their boots in readiness to play outside. Children show great interest in the resources the childminder provides. They become highly engaged and persevere as they build a train track. The childminder offers praise for their effort, and children demonstrate pride as they successfully fit the tracks together.

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need to do better?

n The childminder is committed to continually improving her skills and shows great pride in her work. She regularly reflects on and evaluates her practice. For example, she has researched the benefits of providing children with real, natural objects to play with. The provision of these has helped children to develop their exploratory play and to use their own imaginations. n The childminder understands the importance of supporting children's language and communication skills. She uses questions to engage children in conversations and allows them time to respond. For example, as children look at photographs taken on a recent visit to the local park, the childminder encourages them to recall the experience. Children point to their hands in the photograph as they remember and talk about holding a woodlouse. n Children start to use numbers during their play. For example, children hear the childminder as she counts the trains from one to three and know that four

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need to do better?

comes next. However, occasionally, the childminder misses some teachable moments to build on what children already know and can do. n The childminder knows what works well for the children in her setting. She is clear about what she wants them to learn and why. This helps her to focus her attention on supporting children to learn. For example, the childminder takes children out and about into the local community to develop their social skills and understanding of the wider world. Children practise their physical skills at soft

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need to do better?

11 October 2023 play centres and mix with other children and adults during group sessions for toddlers. n The childminder has high expectations for children's behaviour. She is an excellent role model and promotes positive behaviour through praise and encouragement. The childminder constantly praises the children for their efforts. This contributes to raising their self-confidence and self-esteem. n The childminder teaches children the importance of leading a healthy lifestyle. She encourages children to wash their hands after playing outside and before eating. She offers healthy choices at mealtimes and ensures that the food on offer covers all the essential food groups, such as calcium, fresh fruit and vegetables. n Parents are complimentary about the childminder. They write that she is kind and works hard to support children's transitions. The childminder shares regular updates about the progress children make and supports parents to continue

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need to do better?

their learning at home. n The childminder devotes herself to the children she looks after. She is attuned to their individual needs. Where possible, the childminder follows the children's interests. When children ask to go outside, she initiates this. When children ask to watch television, she explains they can watch it briefly to relax before sleep time. This means the children have a sense of belonging and know that the childminder respects their requests.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure knowledge of child protection. She is aware of the signs and symptoms of abuse and knows the reporting procedures to follow. The childminder is proactive in seeking information and completing training to strengthen her knowledge of safeguarding. She provides a safe, well-maintained setting. The childminder checks and remains vigilant to possible risks to reduce the potential risk of harm to children. The childminder has an up-to-date paediatric first-aid qualification to help her deal with minor accidents. She has systems in place to record any accidents that may happen.

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should:

n strengthen interactions with children to help them build on what they already know and can do.

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Setting details

Unique reference number EY306842 Local authority Lincolnshire Inspection number 10300937 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 12 January 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Bracebridge Heath, Lincoln. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early years education for two-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 childminder. n The childminder showed the inspector the premises and discussed how they ensure areas remain safe and suitable. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of written feedback from a parent.

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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

11 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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