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 show that they are happy and settled. They happily greet the childminder and settle straight into their play. The childminder and her assistant know the children well and, for example, recognise when they are tired. They successfully meet children's needs, offering them cuddles for comfort. Children behave well and are familiar with the well-established routines. For example, they sit together for group times and enjoy using actions as they sing songs. Babies dance and jiggle as the older children sing. Babies join in making sounds, helping to support their communication skills. The childminder is a positive role model. She gently reminds children to tidy toys away after playing with them to prevent other children from tripping over or hurting themselves. This gives children responsibility for completing tasks and helps them to identify potential hazards in the environment.

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The provision is good

Children have opportunities to be physically active in the childminder's garden. They giggle as they run and jump when they attempt to catch and pop bubbles that are floating in the air. The childminder supports children's understanding of numbers. For instance, she counts the number of bubbles she can see and the children copy. During activities in the garden, children are keen to explore and investigate as they search for insects. When they find a spider, the childminder helps them to identify a spider's web. Children discuss with the childminder where might be a safe place for the spider to live. Children confidently share their knowledge of what spiders eat.

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need to do better?

n The childminder gathers information from parents about children's interests, prior learning and experiences before they start to attend. She uses this information, alongside her own observations and assessments, to plan a broad and varied curriculum, which focuses on promoting children's interests and helping them to progress in their learning. n The childminder is dedicated to supporting children with special educational needs and/or disabilities to make progress. She identifies when children are not making the expected progress early. She quickly works with parents and makes referrals to other professionals to ensure relevant support is put into place swiftly. n Overall, the childminder and her assistant promote children's developing language skills well. However, on occasions, the childminder and her assistant do not adapt their communication methods to meet the different abilities of children in their care. For example, sometimes their language is complex, and children do

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need to do better?

not understand the questions they are being asked. n The childminder and assistant encourage children to complete tasks independently. For example, children are encouraged to put on their shoes. They

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need to do better?

6 June 2024 make their own sandwiches at lunchtime, carefully holding the knife and spreading the cheese spread. As a result, children's confidence and independence flourish. n The childminder and her assistant provide children with plenty of opportunities to experience the local community and learn about the area in which they live. Children recall past events such as recent visits to the library, where they borrowed books. This experience also contributed to supporting them to develop a love of books. Children recall visiting play centres, where they enjoy climbing. n The childminder supports children to follow daily routines. For instance, children sit and listen to stories at group time. However, occasionally, the childminder and her assistant struggle to help children to continue to be engaged and to focus on completing an activity during their self-chosen play in the childminder's home. n The childminder and her assistant have high expectations for children's

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need to do better?

behaviour. Children show a good understanding of boundaries and explain that they must take turns with their friends and be kind to each other. Children are praised and rewarded with wooden tokens shaped like pencils and apples to encourage their good behaviour further. The tokens are collected by all children in a jar and result in a prize when the jar is full. Children excitedly explain that they are working towards a trip to the zoo. n The childminder and assistant access mandatory training and source additional training to deepen their understanding of child development. For example, recent training has helped them gain a greater understanding about supporting children's emotions. n Parents are happy with the communication they receive and say that the childminder and her assistant are approachable and supportive. They are happy with the range of opportunities that children have access to. They comment on

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need to do better?

the huge range of experiences that children have away from the setting that the childminder and her assistant provide.

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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 develop communication methods to meet the individual needs of the children more precisely n help children to be engaged and focus their learning during their self-chosen play in the home.

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Setting details

Unique reference number EY493109 Local authority Lincolnshire Inspection number 10335794 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 10 Date of previous inspection 27 June 2018

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Information about this early years setting

The childminder registered in 2015 and lives in Grantham. She operates all year round from 8am until 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with her husband, who is her assistant. The childminder holds an appropriate qualification at level 3. She provides funded early 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 childminder and has taken that into account in the evaluation of the childminder. n The childminder and inspector conducted a learning walk together, discussing the intention for children's learning and how the environment is arranged. n The childminder and inspector observed and evaluated an activity. n The inspector observed children of all ages at the childminder's. n Parents' and carers' views were taken into consideration.

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Inspection activities

6 June 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

6 June 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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