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 have opportunities to build on their speaking skills. For instance, the childminder supports children to learn the names of different dinosaurs to help develop their vocabulary, such as a Stegosaurus, Spinosaurus and Velociraptor. When children are inquisitive and take an interest in images around them, the childminder supports children to understand what they see. For example, when children point to a first-aid sign in the childminder's house, they learn what it means. The childminder helps children to understand that a first-aid box is used to treat any bumps they have. Children share their understanding and remember having a plaster on their head.

p.2

The provision is good

Children show excitement to play games with the childminder. They develop their understanding of sharing when children take it in turns with the childminder to roll a dice. Children develop their fine motor skills when they use toy tweezers to pick up small objects in the game. When children do this correctly, they receive praise, such as a 'high five' from the childminder, helping to reward their achievements. Children's independence is promoted well. Children can choose toys and resources to promote their interests. They select what fruit they would like to eat for a snack and are provided with a low step that allows them to reach the sink to wash their hands prior to eating.

p.2

need to do better?

n The childminder promotes the well-being of children and their families effectively. For instance, when children first start attending, the childminder is mindful that some parents may feel anxious about leaving their children. Therefore, the childminder invites parents and children to visit her home prior to starting. She visits children in their own homes. This helps to form positive relationships with children and their families from the outset. n The childminder asks parents about children's interests and their learning at home. The childminder uses this information, alongside her observations and assessments, to identify what children need to learn next. For example, when older children show an interest in identifying their name, the childminder provides activities for children to do this, helping to support their literacy skills. n Children are offered experiences to build on their knowledge of the local

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need to do better?

community and to follow their interests. For example, the childminder takes children to farms to learn about animals. She takes children to museums to bury fossils, enabling them to build on their knowledge of dinosaurs. n The childminder encourages children to complete tasks that are helpful towards others and to care for the environment. For example, children help the childminder to sweep cereal off the floor. Children put toy tweezers in pots when the childminder asks them to help her to tidy away toys. When they do this, the

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need to do better?

13 February 2025 childminder gives children a sticker to help them recognise their positive behaviours. n Parents provide positive comments about the childminder. They say that she provides children with a warm, welcoming and nurturing environment where she takes the time to understand each child individually. The childminder shares information about children's development with parents to keep them informed about their children's progress. She offers parents ideas about how they can continue their children's learning at home, such as to use sand timers to help manage their children's behaviour. n The childminder helps children to develop an understanding of their bodies. For example, she shows children images of dinosaur bones and talks to children about having white bones in their own bodies. Children respond by feeling the bones in their shoulders. n Children learn how foods can contribute to providing a health body. For instance,

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need to do better?

when children eat fruit, the childminder tells children that this will help them to have strong bones and muscles. Children relate this comment to their knowledge of dinosaurs and reply, 'Like a T. rex?' n The childminder completes training courses that helps to develop her knowledge of how to promote children's safety. However, knowledge gathered from other training courses, such as how to encourage children to think and solve problems, is not implemented as effectively. For example, occasionally when the childminder asks children questions, she answers her own questions, instead of encouraging children to think and solve problems themselves.

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 implement knowledge more consistently from professional development to help support children to think and solve problems in their play.

p.3

Setting details

Unique reference number EY362640 Local authority Lincolnshire Inspection number 10372098 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 12 Date of previous inspection 2 April 2019

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Information about this early years setting

The childminder registered in 2007 and lives in Lincoln, Lincolnshire. She operates all year round, from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine month upwards. The childminder holds an appropriate level 3 qualification.

p.4

Inspection activities

n The childminder and the 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. 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

13 February 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

13 February 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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