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 Not applicable

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The provision is good

Children have opportunities to be creative. In the garden, they use brushes with paint to make marks on paper, helping to develop their hand and eye coordination in preparation for early writing. Children are supported to identify the colours of the paints they use. When children guess the colours incorrectly, the childminder tells them the correct colour to help build on their understanding. Children are given gentle reminders to use good manners. For instance, when they are asked if they would like more milk at snack time and say, 'no', the childminder says, 'no thank you'.

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The provision is good

Children are supported to develop their social skills and to show positive behaviour. For example, they are excited to play a game of hide and seek and are asked to take it in turns to count and look for other children when they hide. Younger children have opportunities to develop skills that will help them in preparation to use a spoon to feed themselves. For instance, children copy the childminder when she shows them how to use spoons in their play, such as to scoop cereal. When younger children sit in high chairs to eat, the childminder securely fastens them in, helping to promote their safety when they eat.

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need to do better?

n Prior to children attending, the childminder offers children settling-in sessions. She uses this time to get to know the children, supporting them to play with activities that promote their interests. This helps children to feel comfortable in the childminder's care and to develop positive relationships with her. n The childminder gathers information from parents when children first start about their prior learning, interests and abilities. She uses this information, along with her own observations and assessments, to help identify what children need to learn next and to plan for their learning. n The childminder follows children's interests to look at books. When children bring her a book to read, she uses different expressions in her voice when reading the story. This helps to capture children's attention and they listen well. n The childminder shares information about activities children enjoy and their

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need to do better?

learning. She supports parents to continue their children's learning at home. For example, she encourages them to support children to understand mathematical language, such as 'full' and 'empty'. This helps to provide a united approach to promoting children's development. n Parents provide positive comments about the childminder. They say that their children have received the most superb care and attention from day one. Parents comment how their children thrive on the huge variety of activities the childminder and her co-childminder offers them. n The childminder is a good role model and shows positive interactions with her

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need to do better?

14 February 2024 co-childminder. This helps children to learn how to behave appropriately with others. The childminder helps children to learn about their own feelings. For instance, she talks to children about how they are feeling and reads stories to them about emotions. n Overall, the childminder extends her professional development well. For example, she completes training courses to keep her knowledge of safeguarding current. This helps her to promote children's safety. However, when she attends other training, such as to develop her knowledge of how children play, she does not reflect on how new knowledge can improve her practice and outcomes for children further. n The childminder helps children to learn how they can keep themselves safe. For example, she talks to them about online safety when they use technology in the setting and at home. She helps children to understand to keep their bodies private, such as when they use the toilet.

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need to do better?

n When children also attend another early years setting, the childminder shares and receives information from staff about children's interests and development. This helps the childminder to continue children's interests and learning when they are in her care, helping to promote consistency. n Overall, children are keen to join activities the childminder plans for them. However, during some daily routines, children are not supported as well as at other times, to listen and follow instructions. For example, when the childminder asks children to tidy away toys, they do not follow her instructions.

p.3

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 reflect more precisely on professional development and how this can build on existing practice and outcomes for children n find ways to support children to follow instructions during daily routines.

p.3

Setting details

Unique reference number 2734588 Local authority Lincolnshire Inspection number 10333248 Type of provision Childminder Registers Early Years Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and operates from the home of her co- childminder in Spalding, Lincolnshire. She operates all year round from 7.30am until 5pm, from Tuesday to Friday, 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 3 qualification and works with a co- childminders and her assistants.

p.4

Inspection activities

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, 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 co-childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

14 February 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

14 February 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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