Childminder in North East 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

The childminder spends time creating a positive partnership with parents. She gathers and exchanges clear information to ensure that children's care and learning needs are met from the outset. This helps children to feel settled, secure and develop confidence in their surroundings. Children are valued and respected by the childminder and her staff. Gentle reminders about sharing help children to learn how to play cooperatively together. For example, when children take toys off others, the childminder explains who had the toys first and how they must wait for their turn. Due to the gentle nature of how this is discussed with children, they happily hand the resources back before continuing with their play.

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The provision is good

The childminder plans an interesting range of activities for children to engage in, building on their prior knowledge and skills. She adapts the experiences so that children of all ages can participate at their level of understanding. The childminder uses planned experiences linked to popular books to support children's communication skills. Children explore their imagination as they use a range of different resources to make houses for the 'three little pigs'. They excitedly recall the story as they discuss how the wolf will 'huff and puff' as it tries to blow the different houses down. Through the childminder's positive engagement and questioning, children remain focused in the activity for a good length of time.

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need to do better?

n The childminder oversees the work of her staff, offering feedback to help improve their practice. They undertake training together, and the childminder reads lots of articles, as another way of keeping up to date. This helps the childminder to maintain good standards of care and learning. n Children are constantly supervised to keep them safe. When on outings, the childminder supports their awareness of staying safe. Children are encouraged to learn how to cross the road safely and to listen and not go too far ahead. n The childminder plans lots of opportunities to share popular stories with children. This supports their enjoyment of books and their language development. The childminder sets up a range of props associated with the story, which helps to maintain children's interest. When the childminder reads the story, she pauses to allow children to recall popular phrases and words. n The childminder does not consistently encourage children to think through and

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need to do better?

solve problems for themselves. For example, when children try to balance on large tubes, the childminder explains this may not be safe, and that maybe they should move them to the grass. When children then roll cars down the tubes and the cars get stuck, the childminder establishes the issue is caused by a large vehicle getting stuck. She provides children with the answer without first trying to encourage them to solve the issue for themselves.

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need to do better?

25 September 2024 n The childminder provides lots of opportunities for children to develop their physical skills. For example, older children develop their fine motor skills when making marks on the floor with chalk. They show skill as they balance and ride on scooters. Babies are provided with support to help them to stand, and they also enjoy using low-level furniture to pull themselves up to a standing position. n Independence is a key skill that the childminder wants children to develop. However, there are some inconsistencies with how this is implemented for younger children. For example, sometimes babies are spoon fed, even when they show they are developing their abilities to do this for themselves, whereas older children are encouraged to eat independently using cutlery, drink from an open cup, and put their own shoes and coats on n Ongoing dialogue and back-and-forth conversations with children support their

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need to do better?

growing communication skills. The childminder helps children to develop confidence in social situations so that they learn to play, interact and communicate their needs. n The childminder skilfully encourages children's counting skills during daily routines and their play. For example, she asks children how many bricks they are using during activities using dough. At lunchtime, children are encouraged to help set the table and count out how many bowls they will need.

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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 consider how to support children to think through and solve their own problems in their play n consider how to provide consistent opportunities for babies to develop independence while eating.

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Setting details

Unique reference number EY538723 Local authority North East Lincolnshire Inspection number 10355033 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 12 Number of children on roll 18 Date of previous inspection 14 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Cleethorpes. She operates all year round, from 7.45am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant who holds a qualification at level 2. The childminder provides funded care and early education.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum and what she wants children to learn. n Children and staff spoke 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 inspector and the childminder carried out a joint observation of a communication and language activity. n Parents shared their views of the setting with the inspector.

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Inspection activities

25 September 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

25 September 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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