Childminder, Out-of school day care in Lincolnshire

This provision meets requirements

Children understand the routine that the childminder embeds when they walk from school to the childminder's house. For instance, children tell visitors to stop at the edge of roads. Children wait for the childminder to tell them when it is safe to cross the roads. Younger children hold onto the childminder's hand and are reminded to look both ways. This helps children to understand about road safety. Children are confident in their interactions with the childminder. They hold back-and-forth conversations with her, showing their communication skills. Children tell the childminder about stories and games they play at school. They tell visitors that they like to, 'chill with a friend and draw' when they are with the childminder.

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This provision meets requirements

Children make independent choices about what toys and equipment they want to play with. This includes children thinking critically when they fit cogs together in a puzzle. The childminder explains to children how to turn the cogs around to make them move together. Children listen, follow instructions and are keen to have a go to make the cogs move. Children are able to revisit activities. For example, when children are creative and begin to make a pretend snake from card, they continue this the following day, allowing children to finish their crafts and achieve their intent.

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need to do better?

n Prior to children starting, the childminder invites children into her home to help them become familiar with her and the environment. She gathers information from parents about children's interests and likes and provides for these. The childminder finds that providing children with familiar toys helps them to settle and feel secure. n Children have opportunities to take and manage risks. For instance, the childminder supervises children closely when they climb and balance as they walk along low-level walls. This allows children to test their physical abilities within a safe distance of the childminder. n The childminder plans experiences for children to develop their understanding of foods from other countries. For example, at snack time, children are offered a variety of Chinese food to try. Children taste dried seaweed, fortune cookies and cake. They tell the childminder that the cake tastes like marsh mellow.

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need to do better?

n Parents receive weekly photos to show them activities their children enjoy. The childminder shares messages from teachers about children's time at school. Parents say that they like how the childminder provides wonderful experiences for children based on calendar events as well as following children's interests. n The childminder gives children stickers when they show positive behaviour, helping to raise their self-esteem. Children remember receiving stickers for

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need to do better?

30 January 2025 washing up and sweeping rice off the floor. However, the childminder does not support children to take an active part in developing their own rules of how to behave, to help them feel valued and their views considered. n Children have opportunities to build on the experiences they receive at school during the day. For example, teachers tell the childminder that children need to recognise numbers beyond 15. So, the childminder plays bingo games with children, where they recognise and match numbers. n The childminder reflects on the experiences she offers children. When making alterations to her home, she is mindful of the children she cares for. For example, she ensures that slabs in her garden are non-slip and children can manage steps in her garage. This contributes to promoting children's safety. n The childminder completes training courses to build on her professional development. Recent training helps to increase her knowledge of potential risks

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need to do better?

to children when they use electronic devices to access apps and the internet. She talks to children about how they use the internet at home and helps them understand who they can talk to if they are worried about anything they see or hear. n The childminder encourages children to take responsibility for their belongings and to show kindness to their peers. For example, children are asked to carry their bags and drink bottles from school to the childminder's home. Children hand out plates to their peers at snack time.

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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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Setting details

Unique reference number EY349799 Local authority Lincolnshire Inspection number 10372137 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 18 Date of previous inspection 3 April 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Nettleham, Lincolnshire. She provides before- and after-school care from Monday to Friday during term time. Sessions are from 7.30am until 8.50am and from 3.15pm until 6pm.

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Inspection activities

n The childminder and inspector completed a learning walk of the areas of the home used for minding children. n The inspector went on a walk with the childminder to collect children from school. n The inspector observed activities, indoors and outdoors, and the interactions between the childminder and children. n Children spoke to the inspector during the inspection. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

30 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

30 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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