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

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The provision is good

Children thoroughly enjoy their time in the homely environment. They arrive confidently and separate from their parents with ease. Children settle quickly and engage in their learning. The childminder provides a very nurturing approach to the children in her care. She promotes children's positive attitudes to learning effectively. From a young age, children follow the childminder's simple instructions. They learn how to share resources. Children patiently wait for their turn to play with an activity. All children tidy up the toys before starting a new activity. The childminder role models good manners. She reminds children to cover their mouths when they cough. Children recall the importance of this and why. They learn how to behave well.

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The provision is good

The childminder sequences children's learning well. She introduces colourful objects to babies and encourages them to reach, grasp and let go. Toddlers use pincers to pick out small flowers that are embedded in a sponge. Older children use pencils to make marks on paper. Children develop their small muscles and hand- eye coordination skills. The childminder implements a balanced curriculum. She teaches children about the life cycle of plants. Children carefully plant, water and look after plants they have grown from seed. The childminder supports children to develop their large muscles. She encourages children to roll and pull themselves across floor to reach exciting objects. Children learn to balance, such as when they ride scooters. They do not give up when they find it tricky, showing determination and perseverance.

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need to do better?

n The childminder understands the need to promote children's communication and language skills. She simplifies language to support children who speak English as an additional language. However, the childminder does not consistently use discussions to maximise children's learning. For example, when children play with cars on a road mat, she uses closed questioning techniques. This results in children replying with single-word answers and not having consistent opportunities to extend their language and communication skills. n Children form secure and meaningful relationships with the childminder. Babies track the childminder with their eyes and follow her around the room. The childminder cradles babies and provides physical comfort when they are upset. Children are happy in this setting. n The childminder embeds age-appropriate mathematics. She encourages children to count as they build with wooden blocks. The childminder supports children's

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need to do better?

thinking skills, such as when they complete jigsaws. She teaches children about shape and colours, such as, when they look at picture books. The childminder makes sure that children embed their mathematical knowledge before moving

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need to do better?

25 November 2024 on to the next stage. n Children develop their memories through repetitive rhymes. They listen to and excitingly join in with a wide range of action songs. Children take turns to choose their favourite song. This helps to develop their social skills. The childminder designs the curriculum to help children to remember what they have been taught. n The childminder provides fun opportunities for children to be self-expressive. Children experiment with ways they can move their body as they listen to music, strengthening their large muscles as they do so. The childminder teaches children about rhythm and sound. Children show enjoyment as they play instruments and are deeply engaged. n Children access a selection of resources for self-chosen play, such as they explore rainmakers. The childminder engages children in conversations about the different sounds they hear. Children recall the sound of rain and talk about

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need to do better?

the weather. n Overall, the childminder reflects on practice in her setting to improve outcomes for children. She reviews the way information is shared with professionals and parents. This results in a smooth transition for children to school, and parents engaging in their children's learning at home. However, the childminder does not focus strongly enough on reflective practice to evaluate the impact of the quality of education during child-led activities, so children can engage in meaningful play. For example, she sometimes provides resources which are too easy and provide no challenge. This means that children move on quickly to another activity. n The childminder has processes in place to identify children with special educational needs and/or disabilities (SEND). She completes timely assessments which identifies children's needs at the earliest opportunity. This allows for appropriate referrals and support if needed. The childminder works closely with

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need to do better?

the local authority to improve her practice for children with SEND.

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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.

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should:

n use opportunities to extend children's knowledge through further discussion, so they can make the deepest connections within their learning n strengthen the procedures in place for evaluation to ensure that children's learning is extended during child-led play.

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Setting details

Unique reference number 2648080 Local authority North East Lincolnshire Inspection number 10336597 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 21 February 2024

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Information about this early years setting

The childminder registered in 2021 and works from her co-childminder's address in Cleethorpes. She operates all year round, from 8am to 5pm, Monday to Friday. The childminder holds an appropriate early years qualification and provides government-funded childcare.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and children. n The childminder spoke to the inspector about how she supports children with SEND.

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Inspection activities

25 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

25 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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