Willis, Justine

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 show positive interactions with the childminder and are confident in her care. For instance, when children hide in tunnels, they ask the childminder to count and then find them. Children laugh in anticipation of being found. Children are encouraged to remember and talk about past events in their lives. For instance, the childminder asks children to remember what animals they saw at a zoo. Children reply that they remember seeing lions and tigers.

p.2

The provision is good

Children learn how to use new equipment. For example, the childminder shows children where to put their feet when they stand on a balance board. Older children use the muscles in their legs to move their bodies from side to side on their own. Younger children receive support from the childminder as she holds onto their hands as they begin to move. Children learn language to describe equal parts of a whole. For example, when children cut paper into two pieces, the childminder helps children to understand it is in half. When children say they cut the paper into three pieces, the childminder tells them they have cut it into thirds. Children show pride in their achievements, saying 'I did my best' when they use pens to make marks on white boards. They receive praise from the childminder, helping to raise their self- esteem and confidence.

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need to do better?

n The childminder gathers information from parents about what children are learning at home. She uses this, along with her own observations and assessments, to identify what children need to learn next. For example, when children need to develop the muscles in their hands in preparation for writing, she offers them activities to support this aspect of learning. Children use laces to thread through holes. They use toy tweezers to pick up small objects. n The childminder reflects on her practice and what she offers children. This includes identifying how to provide further experiences for children to be creative and develop their imagination. For example, the childminder takes children to collect sticks in the environment. Children use these to create artwork. The childminder provides children with experiences to make faces on trees, using dough. n The childminder has rules and boundaries in her home to help children

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need to do better?

understand what is expected of them. One of these rules includes reminding children to sit on the sofa. When children struggle to communicate their needs, the childminder gives children words to use, so they can express how they are feeling. n Children are keen to join activities the childminder plans for them. However, sometimes, when children show an interest in one aspect of the activity, the childminder moves them on to another. Therefore, children are not able to

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need to do better?

16 January 2025 secure their learning, follow their interests or concentrate on one activity before they complete the next. n The childminder works in partnership with other professionals to help identify targets to help close gaps in children's learning. This includes the childminder supporting children to name objects and hear the correct sounds of initial words to support their speaking skills. n The childminder works well in partnership with other early years settings that children also attend. For example, she gathers and exchanges information about children's abilities and next steps in learning. This helps her to provide consistency in supporting children's development. n Children are supported to develop their mathematics skills. For example, the childminder helps children to identify different shapes, such as a hexagon and pentagon. Furthermore, if children count objects incorrectly, the childminder

p.2

need to do better?

helps them to count correctly. This contributes to children developing their understanding of numbers. n The childminder supports children to learn about the importance of oral health. For instance, children play with pretend teeth and toothbrushes in their play. The childminder talks to children about the importance of brushing their teeth and their experiences of going to a dentist. Children say that they will get big teeth when theirs fall out.

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 strengthen the planning and implementation of activities to support children to secure their learning, follow their interests and build on their concentration.

p.3

Setting details

Unique reference number EY307506 Local authority Lincolnshire Inspection number 10367491 Type of provision Childminder

p.4

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 3 Date of previous inspection 11 February 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Witham St Hughs, Lincolnshire. She operates during term time on Monday, Tuesday and Friday from 8am until 9am and from 3.30pm until 5.30pm and on Wednesday and Thursday from 8am until 5.30pm. This is except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children.

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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 this has on children's learning. n Children interacted 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

16 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

16 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

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