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 Requires improvement

p.1

The provision is good

Children are cared for in a welcoming environment. They make free choices in their play, selecting from a range of resources that are easily accessible. The childminder supports their play, offering a continuous narrative to build on their knowledge. She adapts her curriculum to ensure that all children can participate and make good progress. Children have access to the local community enjoying walks in the woods and to local shops. This helps to broaden children's experiences.

p.2

The provision is good

The childminder is calm and caring in her interactions with children. Children know the routine of their time with the childminder, and this contributes to them feeling settled and supported. She ensures that they know what is going to happen next. The childminder gives reassurance to children who require extra support to help them feel secure in her care. For example, she scoops up and cuddles younger children until they are ready to play.

p.2

The provision is good

The childminder acts as a good role model for children. She encourages them to be kind and share. They talk about how their friends might be feeling, promoting feelings of empathy. Children display excellent manners, saying 'please' and 'thank you'. They demonstrate developing friendships and connections as they play together and try to help their friends build towers.

p.2

need to do better?

n The childminder has a good understanding about what she would like children to learn. She understands their uniqueness and individual starting points. She uses her observations and information from parents about children's starting points to plan for the next steps in children's learning and adapt the curriculum accordingly. n The childminder offers a descriptive dialogue as children go about their play. She uses sing song sentences with younger children to prompt their developing babbles. She repeats children's words extending them to promote fuller sentences. However, at times, the childminder does not give reasonable pauses to give children time to respond to her comments and promote a two-way conversation. n Children's physical development is promoted through a range of activities. They have opportunities to practise their fine motor skills through the use of sensory materials and building towers, using magnetic shapes. Younger children practise

p.2

need to do better?

their developing walking skills as the childminder supports them to move around the setting. Older children enjoy following actions songs, jumping up from the floor and running on the spot. n The childminder demonstrates a good understanding of children's interests and where they are at developmentally. She focuses on children's developing

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need to do better?

6 November 2024 fascinations, leading to excitement in learning. For example, when children show an interest in numbers, she extends this to other activities. Children are confident to lead their own play. They make their wishes clear to the childminder who enables them to move freely around the setting. This contributes to their developing confidence. n The childminder encourages all children to develop their independence skills. They try to take off their shoes and are supported to wash their hands before lunch. However, the childminder does not make use of routine daily events for children to develop these skills further. n Children learn about good hygiene practices. They wash their hands before eating and are encouraged by the childminder to cover their mouths if they cough. The childminder talks about healthy food options as they identify different foods in the play kitchen. n The childminder evaluates her service using regular check-ins with parents to

p.2

need to do better?

seek feedback. She reflects on her provision, considering the changes to be made to improve the outcomes for children. She identifies training to improve her practice with the children and especially where additional skills may be needed. n The childminder is highly effective at working with children who may have special educational needs and/or disabilities. She works closely with parents and other professionals to support children to make progress from their starting points. For example, she uses her knowledge to adapt activities and ensure that all children are included.

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 growing independence by making use of daily opportunities to develop their skills further n consider the length of time young children need to respond during conversations, so they can share their ideas and knowledge.

p.3

Setting details

Unique reference number 2638043 Local authority North East Lincolnshire Inspection number 10338182 Type of provision Childminder

p.4

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 6 Date of previous inspection 1 March 2024

p.4

Information about this early years setting

The childminder registered in 2021 and lives in Grimsby. She operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder occasionally works with an assistant. The childminder offers government funded places for childcare and receives specific funding for disadvantaged children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the early years foundation stage curriculum. n The inspector took account of written feedback from parents. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning.

p.4

Inspection activities

6 November 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

6 November 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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