Goodwin, Laura Edwina

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

Children develop close bonds with the childminder. The reassurance and cuddles she offers children promote their emotional well-being and help them feel safe. Children are happy to play alongside others and tell the childminder, 'That's my friend.' The childminder teaches children about the world as they enjoy a walk to hunt for bugs. Children are supported by the childminder to use magnifying glasses and describe the features of different insects. The childminder helps children to count how many spots are on a ladybird and share their ideas on why it might not be flying. Children learn about road safety and respond appropriately. They listen carefully as the childminder reminds them of the expectations while walking in the community. The childminder encourages children to recall previous learning. They join in with familiar phrases from a book they enjoy reading exclaiming they are going through 'swishy, swashy' grass.

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The provision is good

The childminder encourages children to make choices in their play from a range of fully accessible resources. Children listen carefully to her guidance on making a necklace with coloured beads and string. They giggle as they give her a 'high five' to show they are proud of their achievements. Children learn about healthy eating and keeping themselves safe, such as knowing why the childminder cuts their grapes up before they eat them. They practise using their manners in sentences that childminder shares with them. Children repeat, 'Please can I have more?' and thank the childminder. Children behave well and know what the childminder expects of their behaviour, including putting resources back when they have finished.

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need to do better?

n The childminder has taken steps to improve her practice since her last inspection. She has developed her understanding of safeguarding children and demonstrates how she keeps children safe both within the environment and when they are not in her care. She has undertaken a variety of personal development opportunities with other agencies that have influenced her curriculum. n The childminder has a close relationship with the local pre-school, which some children she cares for also attend. She shares ideas and good practice with them, supporting more consistent learning for the children and to evaluate and improve her own practice. n The childminder knows the children well. She works alongside parents and carers to find out what children know and can do when they start in her care. The childminder plays alongside children and identifies the areas of learning they need more support with. She uses themes, such as wildlife, to expose children to

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need to do better?

new knowledge about the world around them and potentially provide them with

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need to do better?

14 May 2024 new interests. n The childminder plans adult-led activities that focus on what children are interested in and their particular skills and knowledge. She encourages children to investigate a tray of soil and pretend worms. The childminder helps children to use tweezers, pipettes and spades to develop their hand muscles. However, at times, the childminder does not focus on fully extending children's learning during these activities. n The childminder holds conversations with children while they play that encourage their confidence in speaking. She repeats words clearly to children and helps them to develop their pronunciation of complex vocabulary. However, at times, the childminder asks children too many questions that only require a single word answer. n The childminder offers children praise and encouragement which motivates them to try things for themselves. She teaches them skills ready for starting school,

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need to do better?

such as putting on their shoes independently and taking care of their own belongings. n The childminder teaches children how to be kind to others and how to help them to reach toys. She reminds children how to share toys with each other praises them for using the words please and thank you. However, occasionally, the childminder does not provide some children with the support they need to communicate effectively with their friends. Therefore, they play alongside each other, but sometimes find it hard to play directly with one another. n The childminder communicates with parents and carers about all aspects of children's care and development. She shares with parents what children have enjoyed during the week and gives parents ideas on how they can continue this at home. Parents comment that they are happy with the progress children make in the welcoming, warm and comforting environment. They say that their

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need to do better?

children often come home with new interests.

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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.

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should:

n focus further on consistently extending all children's development so they make the most progress possible during adult-led activities n further develop the use of questions when interacting with children n provide children with more tailored support to develop their social interaction skills more rapidly.

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Setting details

Unique reference number EY461648 Local authority Lincolnshire Inspection number 10326487 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 13 Date of previous inspection 7 December 2023

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Information about this early years setting

The childminder registered in 2013 and lives in Holton-le-Clay, Lincolnshire. She operates all year round, from 8am until 6pm, 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 a childcare qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and inspector conducted a learning walk together, discussing the learning intentions for children and how the environment is arranged. n The childminder and inspector evaluated an activity together. n The inspector observed the childminder interact with children of all ages. n The inspector held discussions with the childminder regularly during the inspection. n Parents' and carers' views were taken into consideration.

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Inspection activities

14 May 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 May 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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