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 show confidence when they arrive at the childminder's home. They understand the routine the childminder embeds. For example, children take off their shoes and coats and put them in the allocated spaces. They are keen to explore and play with the toys and resources offered. Children show that they feel safe and secure in the childminder's care. Children hold back-and-forth discussions with the childminder, showing good speaking skills. The range of questions the childminder asks them encourages children to think and respond. Older children remember stories and talk to the childminder about different characters and familiar phrases they remember. Children learn about composting. For instance, they put fruit peelings into the childminder's compost bin in the garden. The childminder helps children to understand how the fruit peelings turn into compost, and this is used to help seeds grow.

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The provision is good

Children are supported to show positive behaviour. For instance, the childminder asks them to wait patiently until it is their turn to wash their hands. Children work as a team to use a dust pan and brush to sweep. Children are asked to complete tasks, such as to hand out drinks to their friends, move tables for activities and tidy away toys. This contributes to children developing a sense of responsibility.

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need to do better?

n The childminder reflects on her practice and identifies improvements. Recent changes include introducing a more structured method of using children's interests to help build on what they need to learn next. For example, when children show that they like enclosed spaces, the childminder provides them with resources and opportunities to make dens. Children use cushions as the walls in a den, showing their imaginative skills. n When children first start attending, the childminder adapts the strategies she uses to meet children's individual needs. For example, she invites some children to start gradually, building up the time they spend in her care to help them become familiar with her and her home. Other children are supported by offering them familiar toys to promote their interests. This helps children feel secure in her care. n The childminder helps children to learn about similarities and differences in

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need to do better?

people. For example, she takes children to groups at children's centres where they can play and interact with a diverse range of children. n The childminder offers children a variety of nutritious foods and drinks to help promote their good health. She encourages children to try different fruits, such as kiwi and melon, to help expand their diet. Parents say that they appreciate the support the childminder gives their children to eat fruit and vegetables. n The childminder shares information with parents about their children's day. She

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need to do better?

12 March 2025 supports parents to continue their child's learning at home. This includes for parents to read stories to their children to promote their literacy skills. However, the childminder does not gather information about the experiences children receive when they also attend other early years settings. This means that she is not able to provide consistency in children's learning. n The childminder attends training courses to help develop her knowledge of how to support children's learning. This includes building on her understanding of how to promote children's emotional well-being and behaviour. For example, she uses sand timers to help children understand how long they have left to eat at lunchtime. This helps to prepare children for changes during the day. n The childminder supports children to understand language that describes mathematical concepts. For example, when children use tools to scoop and pour,

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need to do better?

the childminder introduces words such as 'heaviest', 'smaller' and 'bottom' for children to learn. However, sometimes, the childminder does not encourage children to solve problems in their play. For instance, she is quick to give children the answer to problems instead of supporting them to find solutions themselves. n Children are supported to be independent. For example, the childminder asks children to wipe their noses. Older children put on boots and coats themselves when they prepare to play outdoors. The childminder supports younger children to push their arms and legs into all-in-one suits.

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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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should:

n strengthen partnership working with other early years settings children also attend to help provide more consistency in children's learning n build on opportunities for children to solve problems in their play.

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Setting details

Unique reference number EY545494 Local authority Lincolnshire Inspection number 10372520 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 5 Date of previous inspection 24 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Lincoln, Lincolnshire. She operates all year round, from 8am until 5pm, on Tuesday, Wednesday and Thursday, except for bank holidays and family holidays. She provides funded early education for children aged from nine months.

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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, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector and childminder carried out a joint evaluation of an activity. 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

12 March 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

12 March 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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