Goodacre Marie

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 benefit from the positive relationships the childminder builds with them. For example, the childminder encourages parents and their children to visit her home to get to know her before the children start. This supports children to feel comfortable in their new surroundings. Children show they feel a sense of security with the childminder as they confidently wave to visitors. The childminder uses children's interests to provide activities that motivate them to engage for long periods. Additionally, children benefit from a range of experiences to enhance their social skills. For example, the childminder frequently takes children to a local care home to interact and engage with new people.

p.2

The provision is good

Children develop friendships and learn how to play imaginatively together. Older children pretend to have a balloon shop. Younger children are encouraged by the childminder to join in. The childminder teaches them how to use pretend pennies to pay for a balloon. Children begin to understand the meaning of money and pretend to pay before they take a balloon. Children learn to keep themselves and others safe. The childminder encourages children to help her tidy toys away. She explains this prevents everyone from tripping over toys as they walk through the room. Additionally, during snack time, children learn how to use knives safely. The childminder tells children to hold their croissants still and shows them how to move the knife forward and backward to cut. Children shout, 'I did it' as they practise cutting independently.

p.2

need to do better?

n The childminder gathers detailed information from parents to help her understand children's interests, care needs and development. She uses this information and her knowledge of child development to plan focused activities to cover all areas of learning. The childminder skilfully adapts her interactions as she supports children's play, to ensure they work towards their next steps and make good progress. n The childminder carefully plans activities to support children's physical development. As children play outside, she helps them learn how to use the slide. Children learn to navigate the steps, turn around and sit safely before pushing off and coming down. Children listen to the childminder's instructions and practise this new skill. They learn to coordinate their movements and independently use new equipment. The childminder plans indoor activities to strengthen children's small-muscle skills. As children explore play dough, the

p.2

need to do better?

childminder provides different tools and encourages them to tear, squish and flatten the dough using rolling pins. n Overall, the childminder offers children explanations to support their play and learning. For example, when children drink water in the play kitchen, she

p.2

need to do better?

23 October 2024 describes other ways to use the water, for example to pour the water, and models what to do. However, she does not explain why certain behaviours are unwanted. For example, the childminder tells children to 'be careful' or 'no' rather than providing a clear explanation to support their understanding. n The childminder supports children to develop mathematical knowledge. For example, during snack time, the childminder counts as she passes out the drinking beakers. Children begin to understand quantities as the childminder encourages toddlers to count how many pieces of fruit they have on their plates. Older children are supported to learn about different shapes as they build. When children correctly identify each shape, the childminder extends the activity by introducing three-dimensional shapes, such as a cuboid. n The childminder enhances children's communication and language. She names

p.2

need to do better?

items as babies explore, comments on what children are doing and introduces new words. The childminder sings songs frequently with the children. Children learn to use new words as they fill in the missing words when the childminder pauses. Children listen and respond when the childminder uses descriptive words to extend their vocabulary further. For example, while children play with coloured shapes, the childminder uses 'bright' and 'vibrant' to describe the colour orange. Children look up from what they are doing and attempt to repeat the words. n The childminder is responsive to younger children's individual needs. She recognises when younger children become frustrated and uses distraction when they want to play with the same toy. This helps children re-engage and enables them to play alongside each other harmoniously. However, the childminder does not yet support older children to understand their emotions and the effects of

p.3

need to do better?

their behaviour on others. n The childminder engages parents in children's learning and development. She holds daily conversations and suggests ideas that parents can try at home to further their children's learning. For example, the childminder provides resources to encourage children to mark make, build hand strength and support their pre- writing skills.

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 strengthen explanations to help children understand why some behaviours are unwanted n support older children to understand their emotions and how their behaviour

p.3

Setting details

Unique reference number 208542 Local authority Lincolnshire Inspection number 10355241 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection 22 November 2018

p.5

Information about this early years setting

The childminder registered in 1992 and lives in Bicker near Boston, Lincolnshire. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an early years degree. She provides government funded places for children aged nine months to four years.

p.5

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n Parents shared their views of the childminder with the inspector. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector carried out a joint observation with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

23 October 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

23 October 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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