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 who speak English as an additional language hear their home language being used in their play. This helps to support their language development and to have a sense of belonging in the childminder's home. Furthermore, the childminder and any assistants she works with show children photos of their previous experiences. This helps children to remember and talk about past events. Children solve problems when they are supported to complete puzzles. For example, the childminder gives children encouragement and ideas, such as to turn puzzle pieces around. This contributes to children showing a positive attitude to keep trying. Children listen, copy and follow instructions when they are asked to move their bodies in different ways, such as to roll their arms around. This helps children to develop the larger muscles in their bodies.

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The provision is good

Children are supported by the childminder to learn how they can keep themselves safe. This includes talking to them about road safety, wearing a seat belt when they are in a vehicle and about stranger danger. Children copy the childminder to use good manners. For example, the childminder says 'thank you' when children pass her toys. Children say 'thank you' when they receive paper from the childminder to draw on.

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need to do better?

n The childminder keeps parents informed about their children's day and how she intends to support their development. The childminder offers parents toys and resources to borrow that allows them to continue to support their children's learning at home. This includes activities to encourage children to look at books and complete puzzles. This shows good partnership working to help children progress in their development. n The childminder uses her observations and assessments to help identify what children need to learn next. She plans activities that helps children progress in their learning. For example, children develop the muscles in their hands when they use tools, such as brushes and pens, to make marks on paper. n The childminder extends her professional development. Recent training helps to refresh her knowledge of how to manage children's behaviour. This includes helping children to identify ways to regulate their emotions, such as to breathe

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need to do better?

and be calm when they become upset. Parents comment that the childminder helps their children to instantly calm and handle situations. n Children learn about healthy eating. For instance, the childminder helps them to understand how food grows. She provides children with nutritious snacks to promote a healthy diet. n The childminder has rules and boundaries in her home, helping children to understand what is expected of them. This includes for children to use their

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need to do better?

9 April 2025 indoor voices and to use 'kind hands'. Children explain that to use 'kind hands', they could hug someone or give them a 'high five'. n Children show that they understand routines in the day that are embedded by the childminder. For example, children move a stool to the sink to wash their hands on their own, promoting hand hygiene routines before they eat and promoting their independence. n The childminder talks to children when she plays alongside them. However, sometimes, when the childminder asks children questions, she does not encourage them to think and respond. For example, the childminder will answer her own questions instead of supporting children to do this. n Children make independent choices about what they want to play with. However, sometimes, the childminder and any assistants she works with do not support children to focus and concentrate when they engage in self-chosen play. This

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need to do better?

results in children flitting from one activity or experience to another and not fully embedding their learning. n The childminder reflects on her practice and seeks support from the local authority. Recent changes include further promoting children's safety when they sleep. For instance, she purchases sleep beds for older children to use when they need to rest. Furthermore, the childminder keeps a written record to show when she checks on sleeping children to ensure that they are monitored regularly.

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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 questioning techniques to encourage children to think and respond n adapt interactions with children during their self-chosen play to help them focus and concentrate.

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Setting details

Unique reference number 209060 Local authority Lincolnshire Inspection number 10395894 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 12 Number of children on roll 15 Date of previous inspection 16 September 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Cranwell Village, Lincolnshire. She operates all year round, from 6.40am until 9pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children. The childminder holds an appropriate level 3 qualification. She works with assistants.

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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, 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 carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and her assistant. 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

9 April 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

9 April 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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