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 positive relationships with the childminder. When the childminder changes their nappies, she makes this time a positive experience for them. For instance, she talks to them and gives them good eye contact. This results in babies moving their legs and arms with excitement and contributes to them forming secure bonds with her.

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The provision is good

Children show that they enjoy the childminder playing alongside them. Younger children show good hand-eye coordination as they take it in turns with the childminder to post discs into toys. They receive encouragement from the childminder, such as clapping her hands, to praise their achievements and to encourage them to keep posting. Children respond positively to this, smiling at the childminder and persevering. Children are supported well with their communication and language skills. For instance, the childminder sings songs with younger children. She uses gestures to help babies to understand the words she uses. When babies babble to the childminder, she listens and responds, encouraging them to communicate with her. Children are supported to develop their physical skills. For instance, babies spend time on their tummies, helping them to develop their core strength. Younger children learn to climb while the childminder

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The provision is good

supervises them closely to promote their safety.

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need to do better?

n The childminder implements rules and boundaries in her home to help children understand what she expects of them. She talks to children about staying close to her when she walks with them in the street. The childminder shows younger children how to roll a ball back and forth to her, helping to develop their early understanding of turn taking. n Prior to children starting, the childminder invites them to attend settling-in visits when other children are not present. This gives children time to become familiar with her and the environment before being introduced to other children. New children settle quickly. They share plenty of smiles with the childminder as they interact with her. n The childminder completes training courses that help build her knowledge of how to support children with special educational needs and/or disabilities. This training has helped her understand the importance of promptly involving parents

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need to do better?

and other professionals to meet children's individual needs. n When children move on to other early years settings, the childminder shares information about children's abilities. This includes a transition report and the progress check completed between the ages of two and three years. This helps to provide consistency in children's development when they move on. n Children help the childminder to plant and grow healthy foods in her garden,

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need to do better?

18 July 2024 such as strawberries, raspberries and blueberries. Children help to water the plants, pick the produce when it is ready and eat it for a snack. This contributes to helping children understand the process of how healthy food is grown. n The childminder observes and assesses children's development. This helps her identify gaps in children's learning and plan for their progress. She plans activities for children to help meet their individual needs. However, occasionally, she does not minimise distractions from around children when she implements these. This results in children not fully focusing or maintaining their attention. n The childminder helps children to develop a love of books. For example, she shares sensory books with babies, encouraging them to feel different textures on the pages. Children look with keen interest as the childminder points to and names different images on the pages.

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need to do better?

n The childminder involves parents when she reflects on what she offers children. Recent changes in her garden provide children with shaded areas to promote their health and an additional space to support their learning. For instance, children have opportunities to develop their imagination in role-play experiences and to be physically active. n The childminder keeps parents informed about their children's day. This is particularly effective for parents of new children. She sends them regular updates and photos of their children playing. This helps to build trust with parents.

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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 minimise distractions when implementing planned activities to encourage children to focus and maintain their attention.

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Setting details

Unique reference number EY356650 Local authority Lincolnshire Inspection number 10357196 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 7 Date of previous inspection 25 March 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Stamford, Lincolnshire. She operates all year round from 7.45am until 5.45pm, Monday 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.

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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 inspector completed a tour of her home. The inspector went for a walk with the childminder and children. She discussed how the childminder uses her curriculum to support children's learning. n The inspector observed the quality of education during activities 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 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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