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 Not applicable

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The provision is good

Children show that they feel safe and secure in the childminder and her assistant's care. They squeal with excitement when they play chasing games with their peers and laugh when the childminder catches them. Children are provided with their own space to store their belongings when they arrive. They have their own pegs that show their name and photo to hang their coats and bags on. These contribute to helping children to have a sense of belonging in the childminder's care.

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The provision is good

Children are supported to develop their physical skills and to share. For instance, the childminder's assistant explains to younger children that they need to climb the steps before going down a slide. This contributes to promoting their balance and coordination. Children are supported to understand how to take it in turns to go down the slide. The childminder reminds children to sit on their bottoms when they are at the top of the slide or else they may fall. This contributes to children's early understanding of how to keep themselves safe. Children have opportunities to learn about size. For instance, when they make footprints with toy dinosaurs in sand and dough, the assistant talks to them about the footprints being big and little. Children are encouraged by the childminder's assistants to use their hands to poke and squeeze dough, helping to develop their muscles in preparation for early writing.

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need to do better?

n Children have opportunities to develop a love of books. They have access to a wide range of books in the playroom. The childminder and her assistant point to and name images in books, helping to develop younger children's understanding of what they see. The childminder takes children to the library to choose books to borrow. n The childminder and her assistants take children into the local community to help broaden their learning. For instance, they take bus rides with children to follow 'dinosaur trails'. This helps children to build on their interests in these animals and to experience travelling on different forms of transport. Children go with the childminder and her assistants to children's centres. This provides them with opportunities to play and interact with others, helping to develop their social skills. n The childminder creates a curriculum that allows children to follow their interests

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need to do better?

and progress in their development. She also completes observations and assessments to help identify what individual children need to learn next. For example, when children enjoy using paints to make marks outdoors, she offers them other resources to use, helping them make different marks and promoting their creativity as they use different tools. n Children are encouraged to be independent, learning skills for the future. For example, the childminder asks children to get tissues to wipe their noses and to

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need to do better?

19 June 2024 dispose of these in the bin. The assistants provide children with opportunities to use safety knives to cut up bananas and apples and to peal their own oranges at snack time. n The childminder provides resources to encourage children to develop their listening skills. Children listen to songs and begin to move their bodies to the rhythm. However, occasionally, the childminder and her assistants do not support younger children to build on their speaking skills. For example, sometimes, they do not name objects correctly when they talk to children. This may result in children copying the words they use, creating misconceptions. n The childminder shares information with parents about children's care routines, activities they enjoy and their development. However, when children also attend another early years setting, the childminder does not share information with staff about children's development. This will help to provide more consistency in

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need to do better?

their learning. n The childminder and her assistants use positive reinforcement to promote positive behaviour. This includes giving children plenty of praise when they complete tasks, such as for tidying away toys. The childminder develops her knowledge of how to use sign language with the children. She uses signs to support children's understanding of how to use 'kind hands' when they play with others. n The childminder and her assistants reflect on the experiences they offer children. They make changes to improve opportunities for children. Recent changes to the garden help to promote children's safety. For example, a new surface on the ground helps children to avoid slipping on mud.

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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.

p.3

should:

n support all adults working with children to build on their knowledge of how to develop younger children's speaking skills more effectively n share and gather information about children's learning with other early years settings they also attend to help provide consistency in their development.

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Setting details

Unique reference number 2757552 Local authority Lincolnshire Inspection number 10349643 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 18 Number of children on roll 10 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Cherry Willingham, Lincolnshire. She operates all year round, from 7.30am to 5pm, Tuesday to Thursday, 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. She works with two assistants.

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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, 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 and her assistants. 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

19 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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