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

The childminder builds good relationships with the children she cares for. Children enter the childminder's home with confidence. The childminder considers that some children may be feeling anxious as they arrive in the morning. She helps children to recognise their feelings so that she can settle children in her care. As a result of this, children settle well and enjoy exploring the childminder's safe and welcoming home and garden.

p.2

The provision is good

Children show that they have a good relationship with the childminder. They seek the childminder out for cuddles and reassurance if they are distressed. The childminder helps children to build their confidence in her home. She encourages children to ask for help to carry the toys and resources provided. The childminder considers the interests of the children in her care. She consults parents to find out children's likes and dislikes, and takes these into account when she prepares her environment and activities. She ensures that children's favourite activities and toys are out when they arrive.

p.2

The provision is good

Children are polite and listen to the gentle instruction the childminder gives them. The childminder acts as a good role model and plays alongside the children, sharing the toys and saying 'please' and 'thank you'. Children enthusiastically explore the inviting garden. The childminder helps them to develop their large muscles as they climb and balance on stepping stones. She warmly praises them as they carefully achieve their goal.

p.2

need to do better?

n The childminder ensures that her environment is inviting and exciting for the children who attend her provision. She takes children's interests into consideration as she provides a wealth of available resources. Children find their favourite activities in her stimulating and welcoming garden and settle quickly as a result of this. n The childminder offers a broad and varied curriculum. However, at times, she tries to teach younger children concepts which they do not fully understand. For example, she encourages children to participate in an egg and spoon race. The childminder does not clearly communicate what she wants children to do. This results in younger children not understanding the activity and they lose interest. This means that, at times, some children do not benefit from her teaching. n The childminder talks to children about what they are doing as they play. Children show that they are making good progress and are becoming confident

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need to do better?

in their language skills as they talk to the childminder. However, at times, the childminder asks a multitude of questions in quick succession and the children do not have the time to think about and respond to the childminder's questions.

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need to do better?

8 August 2024 n The childminder works closely with parents to find out about each child before they start attending her provision. Parents say that their children are coming on in 'leaps and bounds' in the childminder's care. The childminder ensures that she provides regular updates on children's progress, and parents are pleased with the childminder's 'mature and calm' approach. n Children enjoy a wide variety of activities in the local community. The childminder ensures that children gain valuable, new experiences. Children explore local woods and farms which help them to learn about their natural environment and the animals within it. n Children respond well to the childminder's gentle approach. They help her to tidy up before lunch. They listen to instruction and respond to encouragement. The childminder reminds and encourages children to take turns and to share the resources. When they handle the pet rabbit, they are reminded to 'be gentle'.

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need to do better?

n The childminder promotes physical development well. She provides a wealth of activities that help children make good progress in building their small- and large-muscle skills. Children show confidence in their abilities as they skilfully pour water into jugs and vessels. They push wheeled sit-and-ride toys along with increasing skill, and handle play dough confidently. n The childminder is reflective and evaluates her practice well. She is committed to enhancing her continuous professional development through regular training. For example, she has attended recent training on the benefits of providing sensory play activities in a mud kitchen. She has developed her mud kitchen to support children to learn through sensory and exploratory play.

p.3

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 present children with activities that they can understand and participate in n improve questioning techniques so that children have time to think and respond to questions to further support early communication skills.

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Setting details

Unique reference number 2756142 Local authority Lincolnshire Inspection number 10349411 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Blyborough, Lincolnshire. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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 showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

8 August 2024 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

8 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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