Childminder in 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

Children learn about similarities and differences in people. For example, when they play with dolls that have physical disabilities, the childminder explains that some people can not use their legs. At snack time, children look at their peers and the childminder to compare the colour of their eyes. Children understand the childminder's expectations for them to use good manners at snack times. For example, children say 'down please' when they have finished eating, asking the childminder if they can leave the table.

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The provision is good

Children are supported to understand how to use technology. When younger children pass toy phones to their peers, they receive praise from the childminder for sharing. The childminder shows children how to pretend to talk to people on phones. Younger children press buttons on the phones. Older children pretend to talk to their parents. This shows their imagination and how to use technology to communicate with others. Younger children are supported to develop their balance and coordination. For example, the childminder holds onto their hands when they stand and encourages them to walk. Older children develop their knowledge of numbers. The childminder helps them to understand how to count the correct number of objects, pointing to each one in turn.

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need to do better?

n The childminder places a strong focus on supporting children's communication and language development. For example, she researches information to help her provide activities to support children's language delay. This includes reading children stories, modelling the correct sounds of words and singing songs with children. n When the childminder reads children stories, children are keen to sit and listen. Children are invited to talk about the images they see on the pages, helping them to follow the story. Older children look at photo books of themselves and their peers and tell the childminder that they are going to tell a story, starting by staying, 'Once upon a time there was a baby.' This shows their understanding of how stories are constructed. n Children show that they feel safe and secure in the childminder's care. The childminder follows children's play cues. For example, when younger children put

p.2

need to do better?

their hands over their eyes, the childminder plays a game of peekaboo with them. Children smile at the childminder in response. n The childminder takes children to playgroups. This is to provide experiences for them to meet and interact with children of a similar age. This contributes to children developing their social skills. n Children are offered nutritious snacks to promote healthy eating. The childminder helps children to understand the names of vegetables. For example,

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need to do better?

4 December 2024 when children hold a parsnip and say it is a bad carrot, the childminder shows and explains to children that a parsnip is a different colour to a carrot. Children say that they will try parsnips at Christmas. n Overall, children behave well. For example, the childminder praises children when they help to tidy away toys and set out chairs around a table at snack time. However, when children become frustrated and upset in their play, the childminder does not help them effectively to understand and manage their emotions and feelings. n Parents say that their children are so excited to arrive at the childminder's house that they run in without saying good bye. They appreciate getting photos from the childminder to keep them informed about their children's day. The childminder supports parents to continue children's learning at home. For example, she asks them to repeat words back that children say incorrectly to

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need to do better?

help support their children's developing vocabulary. n The childminder encourages older children to pour their own drinks. She provides hand-over-hand support when younger children try to do this. However, the childminder does not fully support children to complete other tasks that they are capable of doing on their own. For example, the childminder wipes children's noses; she does not encourage younger children to begin to feed themselves. Therefore, children are not encouraged to take care of some of their personal needs to help build on their independence 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 help children to manage their feelings and emotions more effectively n build on opportunities for children to manage their self-care skills to further promote their independence.

p.3

Setting details

Unique reference number 208559 Local authority Lincolnshire Inspection number 10364061 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 6 Number of children on roll 4 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Boston, Lincolnshire. She operates all year round, from 8am until 4pm, Wednesday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four- year-old children.

p.4

Inspection activities

n The childminder and the 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

4 December 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

4 December 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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