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 benefit from the positive relationships that the childminder builds with them. The childminder encourages parents to visit with their children to get to know her and their new surroundings before they start attending. This supports children to feel safe and secure in her home. Children listen well and follow the clear instructions that the childminder gives. This helps children to understand what they need to do. For example, as children enter the childminder's home, they take their shoes off and hang up their belongings on a peg.

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The provision is good

Children are kind and respectful to one another. The childminder asks older children to help younger children find their water bottles. Children enjoy the responsibility and proudly give their friends the correct bottles. Children politely say 'thank you' before they have a drink.

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The provision is good

Children begin to understand how to keep themselves safe. The childminder instructs children on how to hold the handle of the knife away from the blade because the blade is sharp, and press down firmly until it 'chops'. Children successfully and safely chop the tops off their strawberries and enjoy tasting the fruit. Children develop knowledge about plants and where they grow. Children notice pictures of plants. The childminder follows this interest and names the plants and tells children where they originate. For example, she explains that a cactus grows in the desert.

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need to do better?

n The childminder holds a strong knowledge of child development. She uses this knowledge, alongside children's interests, to plan the activities and experiences she offers children, covering all areas of learning. Additionally, within every activity, the childminder skilfully adapts her interactions to ensure that each child makes progress towards their individual next steps. n The childminder supports children to develop their physical skills. She carefully plans activities, such as manipulating materials and using pincers to pick up items, to build children's hand strength. This supports children to develop the movements they need for mark making and writing. In order to support children's larger movement, such as learning how to climb up stairs, the childminder describes to children how to put their hand on the rail, lift their leg up and place their foot onto the next step. Children coordinate their movements

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need to do better?

as the childminder says 'left leg, right leg', and they successfully get to the top of the stairs. n The childminder supports children to learn the importance of eating healthy foods. She talks to children about the different types of foods they can eat and how these help their bodies. Children point out vegetables as they put them on

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need to do better?

11 December 2024 their home-made pizzas. Children open their mouths in amazement as the childminder tells them that vegetables provide nutrients for the body to function well. They show an interest in what nutrition pepper provides their bodies with. n The childminder incorporates mathematics in the interactions that she has with children. She models counting out pieces of fruit and encourages children to do the same to support them to understand quantities. While on walks, the childminder points to numerals on the doors to help develop children's recognition of numbers. Children eagerly call out the numbers they see on doors and lampposts. Additionally, the childminder supports children to understand size. She bends down and curls her arms over her knees to make herself small, then stands up with her arms stretched up to the ceiling to demonstrate being tall. Children verbalise their understanding and shout 'I'm small' as they curl up.

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need to do better?

n The childminder supports younger children's language development. For example, as children pick up toys, she names what they are. Young children learn new words and try to repeat them back. However, with older children, the childminder repeats vocabulary that they already use, rather than extending it. On occasions, she does not give older children enough time to respond during discussions, hindering their developing skills in holding a conversation. n Parents feel fully informed about their children's learning and development. The childminder provides families with ideas of how they can extend their children's learning at home. Parents comment on the positive impact that this has had on their children's independence skills, such as getting dressed and using the toilet.

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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 develop interactions further to extend older children's vocabulary beyond what they already know, and develop their conversation skills.

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Setting details

Unique reference number EY540030 Local authority Lincolnshire Inspection number 10363800 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 7 Date of previous inspection 9 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Scampton, Lincolnshire. She operates her childminding provision all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She offers funded early education for children aged nine months and above.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that 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.

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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.

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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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