Childminder EY407836

Overall effectiveness Requires improvement

The quality of education Good Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are supported to develop an understanding of how they can keep themselves safe. For example, the childminder talks to children about road safety when she takes them for a walk in the community. Children learn to use scissors safely as they cut paper. However, the childminder has let her paediatric first-aid certificate lapse and has not maintained a thorough understanding of how to respond in the event of a child having a minor injury or accident.

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The provision requires improvement

Children show pride in their achievements. When they build and construct using toys, children are keen to show the childminder what they make. Children receive praise from the childminder for their achievements, helping to raise their self- esteem and confidence. This results in children developing a positive attitude toward learning. Children are supported to develop strong communication skills. For example, when the childminder puts dressing-up gloves on younger children, she sings a song about fingers to help their understanding. Older children learn to hold back-and-forth conversations with the childminder. They receive the time they need to think and answer the questions they are asked. Children who speak English as an additional language hear words in English and their home language, helping to support their language development and understanding. Additional funding that some children receive is used effectively to meet their individual needs, such as to

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need to do better?

n The childminder has not kept her paediatric first-aid knowledge up to date. She has not maintained her first-aid qualification or taken enough steps to ensure that her first-aid understanding is current. This means that she does not have up-to-date knowledge of how to respond to children's medical emergencies. n The childminder promotes children's oral health well. For example, children have their own toothbrushes and are encouraged to brush their teeth when they are with the childminder. Children talk to visitors about the colour of their toothbrushes and say they need to brush their teeth before going to bed. n The childminder helps children to understand the benefits of making healthy choices around food. For example, she talks to children about the foods that are good for their bones, help them to grow and are good for their eyes. Parents appreciate how the childminder offers children a variety of foods for lunch so

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need to do better?

children can discover new tastes. n Children are supported to develop positive behaviours and learn to be helpful in the childminder's home. For example, the childminder encourages older children to help to move chairs into the kitchen for snack time. Children learn to tidy away toys when they finish playing with them. n The childminder gathers information from parents about children's abilities when

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need to do better?

21 January 2025 they first start attending. This helps her to understand what children already know and can do. Although the childminder regularly assesses children's learning and development, this information is not consistently used to precisely inform planning for all children's next steps in development. Consequently, children are not consistently supported to make the very best rates of progress. n The childminder supports children to be independent. For example, children are encouraged to wipe their hands on a cloth when they have finished eating their snacks. They learn to put their empty plates in the sink when they finish their meal. n Children understand the routines during the day that are embedded by the childminder. For example, as children arrive, they know to take off their shoes and coats. However, during some daily routines, children are left waiting unnecessarily. For example, when the childminder prepares snacks, the children

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need to do better?

stand and wait for her. This results in children not being engaged in meaningful learning during these times. n Children are supported to develop a love of books. The childminder shares books with children and talks about the images they see on the pages. Older children learn to turn pages in books. Younger children learn how to hold books the correct way. n The childminder supports children's mathematical skills. For example, when children attempt to count the number of animals in a book, the childminder asks them to count again to ensure they count the correct number. This contributes to children's understanding of numbers. Children work as a team to solve and complete puzzles. The childminder shows children images of what the puzzle should look like on boxes, and children copy this.

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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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Due date

ensure a relevant paediatric first-aid qualification is completed and maintained. 21/04/2025

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should:

21 January 2025 n use information gathered from the assessments of children's development to inform the planning of activities to help children make the best rates of progress n review the organisation of some daily routines, so that children are consistently involved in learning.

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Setting details

Unique reference number EY407836 Local authority Lincolnshire Inspection number 10367778 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 12 Number of children on roll 12 Date of previous inspection 25 February 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Boston, Lincolnshire. She operates all year round, from 6am until 5pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards. The childminder works with an assistant.

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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 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 and her assistant. 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

21 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

21 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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