Childminder in North East Lincolnshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children show they feel happy, safe and secure in the childminder's care. The childminder has devised a sound curriculum, focusing on the skills and knowledge for children to develop to help prepare them for their future learning. However, the childminder is caring for more younger children than usual childminding ratios allow. When doing this, she has not fully considered the age ranges, needs and abilities of each child. While she maintains their safety, she is unable to engage each child consistently and provide them with good-quality learning experiences. For example, toddlers who are not as vocal as two- and three-year-olds are sometimes left to play with little support and encouragement. The childminder is aware of strategies to use with children with special educational needs and/or disabilities (SEND). However, due to the numbers of children being cared for, she is unable to use these strategies consistently to narrow gaps in their achievements

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The provision requires improvement

Children behave well and are encouraged to develop good manners. For example, children learn that they have to sit at the table while eating and ask to leave when finished. The childminder is a skilled practitioner. When she does engage with the children, she provides constant dialogue and tries to encourage them to be as independent as possible.

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need to do better?

n The childminder works in partnership with parents and other professionals to safeguard children. She obtains and shares appropriate information so that she is aware of individual children's needs and abilities. When the childminder works with an assistant, she oversees their work to ensure they are aware of their roles and responsibilities. n The childminder monitors children's progress from their starting points. She is aware of each child's next steps in learning. However, when she cares for more younger children than requirements usually allow, her interactions and positive engagement with each child are reduced. This prevents her from building consistently and effectively on each child's prior knowledge and skills. n The childminder actively supports children to develop their independence and self-care skills. For example, she encourages children to wipe their own nose and clean their hands afterwards to help maintain their well-being. Children are

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need to do better?

supported with potty training when they are ready. n Children are supported to learn to take turns and share as the play. When they get frustrated, she encourages them to use their words to express themselves and to try to solve the issue. The childminder asks how children feel, and when they express an emotion, she discusses this with them. When children identify that a child looks angry, the childminder encourages them to think about why

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need to do better?

1 March 2024 they may feel like this. Children identify because the child wanted a toy another child had. n The childminder does not always prepare children for changes to the daily routine. For example, the childminder suddenly announces it is welcome/singing time. As children have not been encouraged to tidy away what they have been playing with, not all children remain focused or engaged in the singing. This is because some of them get distracted by the resources that remain accessible to them. In addition, due to the increased number of children being cared for, children with SEND are not supported to participate in this opportunity. n When children do engage with the singing activity, the childminder pauses to encourage them to identify and recall familiar parts of the songs. This helps to support children's vocabulary. The childminder also introduces children to number rhymes to support their counting skills.

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need to do better?

n A range of books are freely accessible to children. Children with SEND enjoy turning the pages as they look at touch and feel books. However, the childminder sometimes reads to children while they are seated at the table eating. This does not support children effectively enough to listen and participate in the story, as they are more focused on eating their food. n The childminder speaks with children about brushing their teeth. She reminds them about the importance of regularly doing this to support their good oral health.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Due date

ensure that children's individual learning needs are met consistently and effectively when applying exceptions to usual childminder ratios to provide care for more than three children in the early years age range. 22/03/2024

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should:

1 March 2024 n consider how to prepare children more effectively for changes to the routine so that they know what to expect and are encouraged to participate fully in the experience without distraction n provide enticing areas to share books with children more effectively.

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Setting details

Unique reference number 2638043 Local authority North East Lincolnshire Inspection number 10332883 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 6 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2021 and lives in Grimsby. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder offers funded early years education for two-, three- and four-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 provider and has taken that into account in their evaluation of the provider. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning.

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Inspection activities

1 March 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

1 March 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

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

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