Childminder in North 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 form loving relationships with the childminder. She is very nurturing towards children in her care. Her calm and caring nature enables children to feel secure and emotionally supported. Children settle very quickly in the warm and welcoming environment. They are able to access the toys and resources with ease and independently move around the setting, excitedly exploring their environment.

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The provision is good

Children benefit from outings in the local community. The childminder plans activities outside the home to give children new social experiences. She focuses her curriculum on developing children's personal, social and communication and language skills. Children regularly attend playgroup sessions and go on trips to the park to support them in their interactions with others.

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The provision is good

Children make good progress in the childminder's care. She ensures that she knows what children can do when they arrive in her setting. Using observations, she assesses the progress children are making in their development and identifies the next steps to enable them to progress further. Children's interests are used to stimulate engagement and participation in the activities across all areas of learning. For example, a child's fascination with cars is used to extend their learning in mark- making and creative activities.

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The provision is good

Children demonstrate very positive behaviours. The childminder continuously models good behaviour. She encourages children to use good manners, encouraging them to say 'please' and 'thank you'. She supports children to appreciate their toys and their play environment and act respectfully at all times.

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need to do better?

n The childminder knows children well. She is aware to monitor for any additional support children require and is aware of the action to take should she have concerns. She understands the importance of sequential learning and building on skills before moving on to other areas of learning. She works closely with other settings to confirm that children's developmental stages are being reached, and she provides transition reports to support children as they move on to school. n The childminder encourages speech and language communication, as she repeats children's first sounds and babbles. She repeats their efforts of speaking using full sentences and pronounces words clearly to aid children's understanding. Children have opportunities to identify objects. For example, they look at the books and point at the pictures. n Children have opportunities to practise their walking and develop their balancing skills as they move around the outdoor area. They practise kicking and throwing

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need to do better?

11 January 2024 with encouragement from the childminder. She supports children to take safe risks as they carefully climb the stairs of the slide. She helps them to develop their confidence as they balance on the slide. Children thrive on the praise the childminder gives them for their accomplishments. n The childminder encourages children's mathematical development as they routinely count the cars. They count as they prepare to throw the balls. Children hear spatial language as the childminder refers to objects being 'bigger' and 'smaller' and going 'up' and 'down'. They giggle as the childminder uses finger rhymes as they wipe their hands. n The childminder prepares children for going to school by ensuring they are emotionally prepared and able to form relationships with others, and that they are able to ask for help when needed. She ensures that children develop their independence skills by being able to put on their own coats and shoes. However,

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need to do better?

independence is not always readily promoted with younger children. For example, they are not always encouraged to complete tasks for themselves, such as taking off their shoes when they are able. n Partnerships with parents are strong. Parents speak highly of the care and education provided by the childminder. They appreciate her approachability and her ability to keep them updated about their children's development. The childminder knows families very well, and they keep in contact even as they grow older. n The childminder evaluates her provision and attends statutory training and local childminder network briefings. However, she has not identified specific training that could improve her knowledge and understanding of the curriculum to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n help children to develop further their independence skills, such as managing tasks for themselves n seek wider training opportunities to develop skills and knowledge further and to raise the quality of teaching to the highest levels.

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Setting details

Unique reference number 205791 Local authority North Lincolnshire Inspection number 10308039 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 7 Date of previous inspection 15 March 2018

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Information about this early years setting

The childminder registered in 1992 and lives in Scunthorpe, North Lincolnshire. She operates from 7am to 5pm, Monday, Tuesday, Thursday and Friday, all year round. Currently, there are no children in receipt of early years funding. The childminder sometimes works with an assistant.

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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 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 discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting, in writing, with the inspector.

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Inspection activities

11 January 2024 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 January 2024 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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