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 are supported by the childminder to care for and be kind to animals. For example, children learn not to put their fingers through the guinea pigs' cage, helping them to understand how to keep themselves safe. The childminder helps children to stroke the pets gently when they hold them. Children show an enjoyment of listening to songs. For example, younger children clap their hands and squeal with excitement when the childminder sings nursery rhymes. Children move their bodies to the songs, helping to support their physical skills and understanding of rhythm.

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The provision is good

Children are supported to build on the skills they need to help develop their self- care. Younger children have opportunities to play with large spoons in their play, such as to transport mud from one container to another. This contributes to children developing their hand-eye coordination. This is extended further when the childminder encourages younger children to use a spoon to eat cereal for breakfast. Children have opportunities to copy the childminder when she models positive behaviour. For example, when children struggle to understand that they can play with the same toys at the same time, the childminder models how to do this, playing alongside children. This encourages younger children to play cooperatively with each other.

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need to do better?

n The childminder works with parents to identify children's abilities and how to support children to build on their learning. For example, they discuss strategies to support younger children to manage and regulate their behaviour in the setting and at home. This partnership working helps to provide consistency for children to support their emotions. n The childminder helps children to feel secure in her care. For instance, when they first start attending, the childminder agrees with parents' different strategies to help children to settle. This may be different for each child, celebrating the uniqueness of every child. n Parents say that the childminder is warm, welcoming, kind and caring. They explain how their children love to attend and are always settled and happy. n When children attend another early years setting, the childminder shares information with staff about children's learning and a written summary of their

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need to do better?

progress when they are two-years-old. This helps to provide consistency with their learning. n The childminder helps children to be prepared emotionally for changes they will face. For instance, when children have new siblings in the home, the childminder offers them opportunities to learn how to bath dolls and to identify different features on a doll's face.

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need to do better?

18 June 2024 n Children have opportunities to take and manage risks in a safe environment. For example, the childminder supervises children closely when younger children begin to climb steps on a low-level slide. She gives them time to work out for themselves how to go down the slide on their own. n The childminder helps children to understand the importance of oral hygiene. For instance, after breakfast, she helps children to brush their teeth. During activities that she plans for children, they have opportunities to learn how to brush the doll's pretend teeth. n The childminder develops her knowledge of how to identify the signs and symptoms of abuse, including if children are being radicalised. However, she does not extend her professional development to support her understanding of how to support younger children's communication skills more effectively. For example, occasionally, the childminder communicates in long, complicated

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need to do better?

sentences that younger children do not understand or have time to respond to. n The childminder encourages children to develop a love of books. She helps younger children to make connections between the images they see on the pages to toys they play with. For instance, when the childminder reads children a story about construction vehicles, children are offered toy diggers to play with. n The childminder helps children to understand local attractions in the area. For example, she takes them to toddler groups to mix and develop their social skills when they play alongside others. The childminder takes children to a toy library where they have access to a wide range of toys and sensory experiences to support their learning.

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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 strengthen professional development to help build on knowledge of how to support younger children's communication skills.

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Setting details

Unique reference number EY499942 Local authority Lincolnshire Inspection number 10337161 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 2 Date of previous inspection 2 July 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Bracebridge Heath, 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 provides occasional overnight care.

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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 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, 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. 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

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

18 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

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

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