Wooding Clair

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 understand the routine that is embedded by the childminder when they arrive. For instance, they select peg dolls that display their names and place them in the allocated space. This is part of a registration process to let the childminder know they have arrived and contributes to children having a sense of belonging in her home. The childminder allows children to take and manage risks in their play, offering support, when needed, to promote their safety. For instance, when children go down a slide very quickly, the childminder helps them to understand that if they hold on to the sides of the slide, they can adjust the speed they go. Children listen, follow instructions and go down the slide slower.

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The provision is good

Children are encouraged to do things by themselves. For instance, when older children put on clothing and attempt to fasten buttons, the childminder asks them to keep trying. This encourages children to persevere and achieve this on their own. Children receive plenty of praise from the childminder for their achievements, such as a 'high five', helping to raise their self-esteem. Children are keen to hold conversations with others to support their language skills. For example, when children play with toy doctor sets, the childminder asks them about their own experiences of having injections. Older children confidently say that their injection hurt, helping them to make connections between their play and to recall their own experiences.

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need to do better?

n The childminder uses observations and assessments to help identify what children need to learn next. When children need support with their mathematics skills, she differentiates her teaching to the different needs and abilities of the children. For example, younger children are supported to match and identify numbers. Older children learn about adding and subtraction. n Parents receive photos and information about their children's learning from the childminder. They say that they appreciate that the childminder gets their children active as well as doing fantastic crafts with them. The childminder supports parents to continue children's learning at home. For example, she sends books home that children choose from the library, encouraging parents to read to their children. n The childminder helps to broaden the experiences children receive. For example, she takes them to local attractions in the community to play with water, toy

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need to do better?

diggers and slides, helping to develop their physical skills. She takes children to toddler groups and a care home. This provides opportunities for them to interact and develop their social skills with a variety of different people. n The childminder reflects on the experiences she offers children. Recent changes include moving equipment around in her garden. She recognises that this helps

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need to do better?

11 July 2024 to ignite children's interests to use the equipment more in their play. For instance, children show their imagination when they pretend to make potions and cups of tea with soil and water. n The childminder has rules and boundaries in her home, helping children to understand what is expected of them. Children understand these rules and, when asked how they can play with toys with someone else, they say that they need to share. n The childminder completes training courses to build on her knowledge of how to promote children's safety. This helps her to understand how to identify the signs of abuse and where to report concerns about children's safety. However, the childminder has not developed her professional development to build on her already good interactions with babies. This will help to extend children's skills and help them to learn as much as possible. n Children are independent. For example, the childminder provides children with a

p.2

need to do better?

range of different safety knifes. She helps them to learn how to use these to cut their fruit at snack time. Children make decisions about which tools to use and competently cut the fruit on their own. n The childminder knows children well and how to support their learning. However, she does not share this knowledge with her assistants. This will help them to build on their understanding of how to support the individual learning needs of children, contributing to supporting consistency with their development.

p.3

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.

p.3

should:

n strengthen professional development to help raise knowledge of how to enrich and extend babies' learning experiences further n develop the coaching of assistants to help them understand how they can build on children's learning.

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Setting details

Unique reference number 203357 Local authority Lincolnshire Inspection number 10337177 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 6 Date of previous inspection 11 July 2018

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Information about this early years setting

The childminder registered in 2000 and lives in Holbeach St Marks, Lincolnshire. She operates all year round from 8.30am until 5pm Monday, Tuesday and Wednesday and from 8.30am until 3pm Thursday and 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. She occasionally works with assistants.

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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 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

11 July 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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