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 laugh with the childminder when, for example, she sings nursery rhymes and tickles their hands. These positive relationships that children have with the childminder contribute to them feeling safe and secure in her care. Children are keen to explore and investigate the toys and resources the childminder offers them. They use their imagination when children use toy saucepans to cook their favourite food. When children pretend to feed dolls, the childminder asks them if they made sure the food was not hot, reminding them to blow on it first. This contributes to children's understanding of how they can promote their own safety when they eat food.

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The provision is good

Older children concentrate as they use bricks to build a tower. When the tower falls over, the childminder asks if they can build another one. Children reply, 'I build it again now', showing a positive attitude to their learning. When older children ask for toy bricks, the childminder reminds them to say please, encouraging them to be use good manners. Younger children have opportunities to develop their balance and coordination when they begin to walk. For instance, the childminder holds onto their hands to support them as they begin to put one foot in front of the other.

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need to do better?

n The childminder is aware that since the COVID-19 pandemic, some children need support to interact with others to help develop their social skills and confidence in different environments. So, the childminder takes children to toddler groups, cafes in the community and music groups. She helps children to build their confidence to interact with others and to adapt their behaviours to different social situations. n The childminder talks to teachers in schools to find out if there are common gaps in children's learning when they start attending school. She uses this information to plan a curriculum to help close these gaps. This includes focusing on supporting children's speech and concentration. For example, she sings songs with children and reads them specific storybooks that will be familiar to them when they move on to school. n The childminder extends her professional development to help her meet the

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need to do better?

needs of the individual children in her care. For example, recent training courses develop her knowledge of how to give children time to process and understand what she is asking them to do. n The childminder understands the importance of working in partnership with other professionals to support children who may have additional needs. This includes liaising with the local authority to help identify how to close any gaps in their individual learning. n Parents say that the childminder is always supportive with their children's

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need to do better?

26 April 2024 routines at home. They appreciate how she keeps them updated throughout the day about their children's achievements. n The childminder supports parents to continue their children's learning at home. For instance, this includes helping children to develop their social skills and road safety awareness. n Children are offered nutritious food and healthy drinks to help promote a nutritious diet. However, the childminder does not consistently help children to wash their hands immediately before handling food. She does not explain to the children how this helps to promote their good health. Furthermore, the childminder does not support children to understand about the importance of good oral hygiene. n The childminder helps children to learn how to share. For example, when children want toys that others are playing with, she asks children to pass the toys to others when they have finished playing with them.

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need to do better?

n The childminder helps children to remember previous learning. This includes planning activities to encourage older children to remember favourite stories. For example, the childminder shows children pictures of different animals. She asks them to remember how the animals felt in a story about a zoo. Children recall from memory, and the childminder encourages them to use descriptive words such as 'grumpy' when talking about a camel. However, she does not help children to understand their own and their peers' emotions and feelings, such as when they become upset.

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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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should:

n support children to follow hand-hygiene routines consistently and to understand how this links to keeping themselves healthy n help children to understand about the importance of good oral hygiene n support children to understand their own and others' feelings and emotions.

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Setting details

Unique reference number EY440815 Local authority Lincolnshire Inspection number 10337206 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 11 Date of previous inspection 9 August 2018

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Information about this early years setting

The childminder registered in 2011 and lives in Bourne, Lincolnshire. She operates all year round, from 7.30am to 5.30pm, Monday 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.

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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 childminder. n The childminder and the inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Children spoke to and interacted 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. 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

26 April 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

26 April 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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