Benton, Rachel Margaret

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 listen and follow the childminder's instructions, such as when she asks them to help keep the environment tidy. Children are happy to help her put books away when they have finished looking at them. Children are supported to keep trying when they face difficulties. One example of this is when children struggle to fit pieces into an inset puzzle and say, 'It's too hard.' The childminder offers suggestions, such as wiggling it to make it fit. Children persevere and achieve this on their own.

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The provision is good

Children have opportunities to learn about numbers. For instance, the childminder provides them with experiences to recognise and form written numbers. Children put plastic objects on a written number three and say that this is their age. The childminder offers children opportunities to be physically active. For instance, she gives them torches and darkens the room when she plays music. This helps younger children to develop their senses as they explore lights that dance around the room. The childminder shows older children how to do actions to music, helping to develop the muscles and coordination in their bodies. Children are supported to hear the correct sounds of words to help develop their speaking skills. For example, when they say words incorrectly, such as 'nana' for 'banana', the childminder repeats the word correctly.

p.2

need to do better?

n The childminder reflects on her practice, helping her to identify ways to increase opportunities for children. Recent changes include supporting children to learn about different insects and wildlife in her garden. For instance, she provides them with magnifying glasses and images of different insects to look for. Children remember seeing a hedgehog and tell visitors it went under the hedge. n Children have opportunities to learn about how to keep themselves safe. For example, the childminder reminds them to mind their fingers when they use knives to cut up fruit. When older children cut strawberries, they do this competently, showing an understanding of how to do this safely. n The childminder helps children to learn skills for the future, such as to be independent. For example, she gives older children plenty of time to put on their shoes by themselves before they play in the garden. The childminder asks

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need to do better?

children to apply sun cream to their face before they play outdoors in hot weather. This contributes to promoting their safety when they play in sunny weather. n The childminder asks parents for regular information about their children's achievements at home. She uses this, alongside her observations and assessments of children's learning, to help identify what they need to learn next. However, at times, the childminder does not consider children's planned next

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need to do better?

30 August 2024 steps in learning precisely enough when implementing activities. For example, during activities, she does not fully focus on her intended aim to promote children's understanding of 3D shapes. n The childminder gives children plenty of praise and 'high fives' for their achievements, helping to raise their self-esteem. When the childminder plays alongside children, she helps them to understand how to play cooperatively and to share the toys and resources they use. If children struggle to share toys, she uses a visual prompt, such as an egg timer, to help children to see and hear when it is their turn. n Children freely access books to promote their interests. This includes books that show photos of their peers and activities they take part in. The childminder asks children to remember their friends and to talk about what happens in the photos. This encourages children to recall from memory.

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need to do better?

n The childminder offers children a nutritious range of meals, snacks and drinks. She helps children to learn the benefits that healthy foods have on their bodies. For instance, when children say that they want to be big and strong, the childminder tells them that carrots will make them big and strong. n The childminder builds on her professional development. Recent training courses help her to develop her knowledge of how to support children's speech and listening skills. For example, sometimes, the childminder gives a running commentary about what children are doing when she plays alongside them. When she asks children questions, she gives them plenty of time to think and respond.

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 build on children's next steps in learning when implementing activities.

p.3

Setting details

Unique reference number EY377190 Local authority Lincolnshire Inspection number 10354717 Type of provision Childminder

p.4

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 4 Date of previous inspection 2 November 2018

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Dunholme, Lincolnshire. She operates all year round from 8.15am until 5pm, 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 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

30 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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