Aka, Dokkaas Niamke

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children are supported with their emotional well-being effectively. If children become upset, the childminder provides them with comfort. For instance, she holds younger children close and rubs their backs while singing songs to them. This contributes to children being calm and settled. Children are helpful and take responsibility for caring for their environment. When the childminder asks, children help to put away toys before getting others out. Older children do this on their own. The childminder shows younger children how to put toys away, such as placing lids on containers. When younger children do this, they clap their hands to reward their own achievements. The childminder creates a culture of praising everyone's achievements. This results in older children giving verbal praise and clapping their hands when the childminder closes a kitchen door.

p.2

The provision is good

Children have opportunities to develop a love of books. Older children confidently look at books and talk to themselves about the images they see on the pages. When the childminder reads stories to children, she uses different tones in her voice to capture children's interest, focus and attention. Older children show their understanding of the story when they act out scenes, such as trying to hide from a wolf. This shows children's imagination.

p.2

need to do better?

n The childminder has rules and boundaries in her home that help children to understand her expectations for their behaviour. This includes showing children how to share. For example, the childminder sits alongside children and encourages them to take turns to build a tower using building bricks. n Parents are kept informed about their children's care and learning. The childminder shares information with parents about their children's day that includes activities they enjoy. The childminder offers parents ideas about how they can continue their children's learning at home, such as being creative and making models from boxes. This helps to provide a united approach to supporting children's development. n Overall, the childminder supports children's communication and language skills well. She names objects that younger children hold and play with, helping to develop their understanding of words. However, the childminder does not fully

p.2

need to do better?

support older children to think about and respond to questions. For example, sometimes, when the childminder asks children questions, she answers them herself. n The childminder builds on her professional development. This includes completing training courses to help develop her knowledge of how to provide a curriculum to support children's development. For example, she helps older children to be independent in preparation for their move on to school. Children

p.2

need to do better?

31 March 2025 help to gather and prepare food at snack time. They use knives safely to butter their toast. Furthermore, she has refreshed her knowledge of how to promote children's safety when they sleep. n The childminder observes and assesses children's development. She uses this information to help plan for children's learning. However, when children have attended another early years setting, the childminder does not gather information from staff about children's development. This means that she is not gathering a fuller picture of children's abilities to help her plan more precisely for their learning from the outset. n The childminder reflects on her practice and makes changes to improve opportunities for children. Recent changes include providing group times for children to listen to and copy singing nursery rhymes. She recognises how this contributes to developing children's vocabulary. n Additional funding that some children receive is used effectively to meet their

p.2

need to do better?

individual needs. This includes purchasing resources that enable children to follow their interests. The interactions children receive from the childminder to use these resources contribute to closing any gaps in their learning. n The childminder has reviewed the way she manages confidential information about children. She realised that the methods she used were not robust and has made changes to ensure that information about children is only accessible to people who have a right or professional need to see them.

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 strengthen opportunities for older children to think about and respond to questions n gather information about children's abilities from other early years settings they attended when children first start, to help plan more precisely for their learning on entry.

p.3

Setting details

Unique reference number 2790931 Local authority Lincolnshire Inspection number 10392606 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and lives in Spalding, Lincolnshire. She operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards. The childminder holds an appropriate level 7 qualification and works with an assistant. She provides occasional overnight care.

p.4

Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. 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 interacted with the inspector during the inspection. n The inspector and the childminder carried out a joint evaluation of an activity. 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.

p.4

Inspection activities

31 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.

p.4

Inspection activities

31 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6