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

When children arrive, they are greeted warmly by the childminder. Children are keen to show the childminder resources they bring from home, such as eggs and fossils, which she takes an interest in. This shows the positive relationship that children have with the childminder, showing that they feel safe and secure in her care.

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The provision is good

Children are supported with their communication skills well. For example, the childminder holds conversations with older children, asking them questions to encourage their thinking skills. When younger children talk to the childminder, she repeats words and phrases they say. This helps them to hear the correct pronunciation to support their speaking skills. Children have opportunities to use mathematics in their play. For instance, the childminder asks them to sort objects from a game into different coloured groups. When children struggle to count in the correct order, the childminder points to each object in turn, helping them to count correctly.

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The provision is good

Children are reminded by the childminder to take it in turns with their peers when they play games, such as when it is their turn to throw a dice. This contributes to children's understanding of sharing. When children roll dough using wooden and plastic rolling pins, the childminder helps them to understand what each rolling pin is made of. Children remember this and when they hold a wooden spatula, they tell the childminder that it is made of wood.

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need to do better?

n The childminder provides opportunities for children to learn about oral health. For instance, when she reads them stories about visiting a dentist, she involves children in the story. This includes asking children to open their mouths to copy images they see on the pages. Children tell visitors that they start with baby teeth and that their teeth might fall out if they do not clean them. n The childminder takes children to toddler groups to help develop their social skills. Children are supported to develop their confidence to mix with a variety of different adults and children. This helps them to learn skills they will need for their move on to school. n When children first start attending, the childminder gathers information from parents about children's abilities. She uses this to help identify what children need to learn next. The childminder uses observations and assessments, along with a progress report showing children's development between the ages of two

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need to do better?

and three years old, to help identify how she can continue their learning. This results in children making good progress from their starting points in learning. n Parents say that the childminder offers children a warm, safe and kind

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need to do better?

7 August 2024 environment. The childminder shares information with parents about their child's experiences. She helps them to continue their children's development at home, such as to have a love of books. For example, she takes children to libraries to choose and take books home, encouraging parents to read to them. n The childminder refreshes her knowledge of how to promote children's safety when they sleep. However, she does not extend her professional development to help identify how to develop her interactions further with children. This includes helping her to manage children's behaviour when they first arrive in the morning. This time of the day is chaotic and the childminder does not effectively support children to listen and follow her instructions. n Children are keen to join planned activities the childminder offers them. However, sometimes, the childminder does not implement the learning intent for

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need to do better?

some children. For example, when she wants children to begin to ask for tools and resources they need, she does not support them to do this. This results in children not making as much progress as possible. n The childminder invites teachers to visit children in her home prior to them starting school. She takes children to attend taster sessions at the school they will attend. This helps children to become familiar with their new teacher and the school environment before they start attending. n When children attend other early years settings or they move on to school, the childminder shares information with staff and teachers about children's development. This contributes to providing consistency in 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.

p.3

should:

n extend professional development to help build on knowledge of how to support children to listen and follow instructions on arrival n strengthen the implementation of planned activities to include the learning intent for all children.

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Setting details

Unique reference number EY216511 Local authority Lincolnshire Inspection number 10351731 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 23 Date of previous inspection 11 October 2018

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Information about this early years setting

The childminder registered in 2002 and lives in Market Rasen, Lincolnshire. She operates all year round from 7am until 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 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 learning walk and discussed how the curriculum supports 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 and evidence of the suitability of persons living in the household. 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

7 August 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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