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 benefit from the positive relationships that the childminder builds with them. Children confidently leave their parents and carers as they receive a warm and friendly welcome from the childminder. Children demonstrate their confidence and understanding of what is expected as visitors arrive, and tell them where to hang their coat and bag. The childminder sets clear boundaries and supports children to learn how to use resources. She models what to do and praises children when they use items correctly. Consequently, children engage for long periods of time and consistently behave well.

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The provision is good

Children use the skills they learn with the childminder. At snack times, the childminder gives children knives to chop fruit. They skilfully hold one end of a banana to keep their fingers out of the way and begin to slice the other end. The childminder reminds children to pay attention when they get closer to their fingers. Children slow their pace and independently chop their fruit.

p.2

The provision is good

Children show high levels of independence and the childminder provides time for children to practise their skills. For example, the childminder encourages children to gather their own belongings and describes the steps needed to put their own puddle suits on. Children learn to put their legs in before their arms, and proudly show visitors how they zip them up.

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need to do better?

n The childminder understands child development and how children learn. She uses observations to assess what children can already do, to identify what they need to learn next. The childminder uses children's interests and what she knows about their lived experiences to plan the activities she provides. Additionally, she identifies areas of learning that children may require further support to develop. For example, she plans visits to local group sessions where children can participate in larger groups, to develop their social skills further. n The childminder skilfully introduces mathematical language through her interactions. While children fill containers, the childminder points out when they are full or empty and encourages children to fill them to different levels. Children begin to understand capacity and hold up their containers when they are full. The childminder counts items to introduce children to numbers and quantity.

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need to do better?

Children join in and practise counting from one to five. They attempt to show how many items they have by holding up the same number of fingers. n The childminder develops children's physical skills. She provides equipment for children to develop their balance and strength. For example, the childminder puts a beam out. She tells children to remember to hold their arms out to the side like an aeroplane to balance. Children follow the instructions, balance

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need to do better?

24 February 2025 themselves with their arms and cross the beam unsupported. Outside, the childminder gives step-by-step guidance as children climb up equipment. Young children develop upper and lower body strength as they coordinate their arm and leg movements to get to the top. n Overall, the childminder promotes children's health and well-being effectively. Children follow good hygiene routines, help to prepare snacks and benefit from lots of fresh air and time to move their bodies. These positive experiences help to support children's good health. However, at times, the childminder does not teach children about the benefits of healthy choices and how these contribute to their overall well-being. For example, as children wash their hands, the childminder ensures that they are cleaned fully, but does not introduce children to knowledge such as why they wash hands before mealtimes. n The childminder develops strong partnerships with parents and carers. She

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need to do better?

gathers information from families and uses this to tailor the support she provides. The childminder creates leaflets for families to suggest ways to keep their children safe while using the internet and how to support areas of children's development, such as toilet training. Parents state that the support received from the childminder has had a positive impact on their children and family. n Overall, the childminder support children's communication and language well. She describes what children are doing and names objects that children play with. The childminder repeats back and emphasises words that children mispronounce, to support children's accurate speech development. However, sometimes, the childminder asks questions that require only a short answer, such as yes or no. In these instances, children do not have to think deeply about the answers they give or develop problem-solving skills.

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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 develop interactions further, to support children to understand the benefits of healthy habits and how these impact their overall well-being n enhance questioning techniques, to fully support children to develop their thinking and problem-solving skills.

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Setting details

Unique reference number EY438202 Local authority Lincolnshire Inspection number 10368567 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 6 Date of previous inspection 26 March 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Cherry Willingham, Lincolnshire. She operates her childminding provision all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for children aged nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector carried out a joint observation of a group activity with the childminder. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector gathered views from parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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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