Smith, Suzanne

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

p.1

The provision is good

Children have strong bonds with the friendly and caring childminder. They are settled into her care well and they smile confidently as they greet visitors. Children freely explore the easily accessible toys and activities, enabling them to make choices in their play. When children face challenges, they show confidence as they ask the childminder for help. Children enjoy looking at books and choose stories to share with the childminder, helping them to develop a love of books.

p.2

The provision is good

The childminder is a positive role model for children. She provides children with gentle reminders to take turns when they play with toys, helping them to learn how to share. Older children work cooperatively together and show high levels of perseverance as they work together and build a track for vehicles.

p.2

The provision is good

Children show that they enjoy exploring the childminder's large garden. The childminder provides children with daily opportunities to practise their physical skills. For instance, younger children learn how to climb up steps to access a slide. They develop the large muscles in their legs as they push themselves on ride-on toys. Children use their imagination as they scoop sand and make pretend ice creams, sharing them with their friends as they tell them, 'I'll get the ice cream for you.'

p.2

need to do better?

n The childminder's induction process helps children to get to know the childminder and her home. Parents provide information about their children's needs, routines and interests. The childminder uses this information, as well as her own observations of children, to plan activities that support children's learning. For example, she provides transport vehicles for children who have this interest, helping them to settle quickly into her care. n The childminder supports children to follow a routine at snack and lunchtimes that includes sitting together to eat, promoting children's social skills. Children talk to their peers about their food likes and dislikes. The childminder encourages children to try different foods, praising their efforts when they do this. This helps to expand their diet. n The childminder supports children's language development well. She speaks clearly to children and repeats words children say, to help develop their speaking

p.2

need to do better?

skills. As children play, the childminder narrates and asks questions to help encourage their thinking skills. Furthermore, the childminder utilises opportunities to introduce new vocabulary to children, such as 'candy canes' and 'cracker'. n The childminder teaches children to be kind to each other. She provides gentle reminders to children. For example, as children play together, she reminds them

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need to do better?

11 December 2024 to use their 'kind hands' and 'kind words'. n The childminder encourages children to complete some tasks independently. For example, she supports children to use a wooden safety knife to cut up banana at snack time. However, children's independence is not consistently supported. There are times when the childminder completes simple tasks that children could do for themselves, such as putting on their shoes, coats and wiping their hands. n The childminder provides children with opportunities to visit a variety of places within the local community. For example, visits to local parks allow children opportunities to exercise and develop their physical skills as they climb on equipment. Regular visits to a local care home help children build on their social skills as they meet new people and develop positive relationships. n The childminder has a positive attitude to furthering her knowledge. She

p.2

need to do better?

accesses training courses to help build on her skills to support children. For example, recent training helps the childminder develop her reading area. As a result, children have a wide range of books that the childminder rotates, promoting children's engagement and focus on supporting their speaking and understanding. n Parents make positive comments about the care the childminder offers. They state that their children are making progress and have grown in confidence. The childminder provides positive lines of communication and keeps parents up to date with their child's progress. For instance, she provides them with termly reports and information about how they can support their children's learning at home.

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 provide further opportunities for children to complete tasks for themselves to help promote their independence.

p.3

Setting details

Unique reference number EY280354 Local authority Lincolnshire Inspection number 10363894 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 4 Date of previous inspection 15 January 2019

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Lincoln. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides places for children who are in receipt of government funding.

p.4

Inspection activities

n The childminder and 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 and evidence of the suitability of persons living in the household. n Feedback from parents was reviewed by the inspector, who took account of their views.

p.4

Inspection activities

11 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.

p.4

Inspection activities

11 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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