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

When younger children have their nappies changed by the childminder, their privacy is promoted well during this personal time. The childminder talks to children when changing them, helping children to form close attachments with her. Older children copy the childminder when she changes younger children, pretending to change nappies on dolls. These imaginative role-play experiences help older children to understand how to care for others. Children are supported to develop the muscles in their hands in preparation for early writing. Younger children copy the childminder when she shows them how to crush cereal in their hands. Older children use tongs to pick up small toy animals.

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The provision is good

Children are encouraged to complete tasks by themselves. For instance, when older children say 'I can't do it' when they are asked to put on their socks, the childminder supports them. She shows children how to open the sock and explains that they need to push their feet in. This results in children showing perseverance and receiving minimal support from the childminder. Children show good listening skills and follow instructions. For example, when the childminder asks children to tidy away toys, all children are keen to help and take responsibility for caring for the environment.

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need to do better?

n The childminder supports children's communication and language skills well. For example, she introduces new words to help build on children's vocabulary, such as 'cygnet' when children look at images of baby swans. The childminder reads stories to children. This results in older children copying her and remembering stories when they show and explain books to younger children. n Children have opportunities to learn about similarities and differences in people. For example, the childminder takes them to a care home where children interact with the elderly and experience different generations. Children tell visitors, 'We play with puppets and instruments with the older people.' n The childminder attends training courses to help her reflect on the experiences she offers children. This helps to grow her understanding of how to support children to develop a love of books. For example, she recognises that she does

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need to do better?

not always need to read the words on pages in books. Instead, she sometimes talks to children about the images they see on the pages, particularly with younger children. n The childminder keeps parents informed about their children's progress. For instance, she shares photos and information with parents about their child's day. The childminder encourages parents to continue their children's learning at home, including borrowing books to read to their children and managing their children's behaviour.

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need to do better?

8 January 2025 n The childminder uses observations and assessments to help identify what children need to learn next. However, when she recognises that older children need to build on their understanding of recognising and counting numbers, she does not fully support them to do this. Instead, she asks children questions about numbers that they already know the answer to. n The childminder has house rules in place. She reminds children of these during their play. For instance, when younger children pass older children toys, the childminder tells them that they are being kind and that 'sharing is caring'. This helps children to understand positive behaviours. n Children show an understanding of how to use technology. For example, they use toy phones and pretend to call a doctor when they feel their doll is ill, telling the childminder that the phone needs to be charged. However, the childminder has not identified ways that she can help children to learn about potential risks

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need to do better?

at home, such as when they use their own technological devices to access the internet. n Additional funding that some children receive is spent effectively to support their development. For example, the childminder identifies that children have fewer opportunities to develop their large physical skills in her home, such as balance and coordination. Therefore, she uses the money to purchase climbing equipment and stepping stones for children to use.

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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 build on older children's understanding of numbers n develop knowledge of how to help older children to recognise potential risks at home.

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Setting details

Unique reference number EY542467 Local authority Lincolnshire Inspection number 10367422 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 7 February 2019

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Information about this early years setting

The childminder registered in 2017 and lives in North Hykeham, Lincolnshire. She operates her childminding provision from 7.30am until 5pm, Monday to Thursday, all year round, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards. The childminder holds an appropriate level 3 qualification.

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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 and assessed the impact that this was having 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

8 January 2025 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

8 January 2025 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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