Bailey, Kevin Edward

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

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The provision is good

Children are confident learners. With the childminder's support, they learn new skills, such as how to carefully move across a beam in the garden. Children show increased levels of determination as they practise how to balance and steady themselves as they move. They carefully place one foot ahead of the other, and, when they feel ready, they attempt the task without holding the childminder's hand. The childminder praises children for their achievement and comments on the quick development they have made in their physical coordination. Children smile with pride knowing that they have succeeded.

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The provision is good

Children listen and respond positively to the childminder's instructions as they take turns to play on the slide. The childminder makes sure children are safe. He helps younger children position themselves correctly at the top of the slide and reminds older children to ask for help if they need it. Children learn to look after their play environment. They happily tidy away their toys when asked. The childminder counts the building blocks as children put them away one by one. This incidental teaching supports children's mathematical development. Children are kind to their friends. They pass balls back and forth to each other, demonstrating how they can share.

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need to do better?

n The childminder has created a curriculum in which children learn through all that they do, maximising the opportunities for children to make good progress. This includes during routine activities, such as mealtimes and when younger children have their nappies changed. The childminder has considered how to sequence learning so that children can confidently build on what they know and can do. For example, children learn to catch a light balloon that moves slowly in the air, before being introduced to a ball. This helps children to securely embed new learning. n The childminder plans a broad range of activities that offer children new experiences and the chance to do things that they might not do elsewhere. Parents say that this is one of the reasons why they chose this setting for their child. For instance, children grow their own strawberries and raspberries. Through this process, the childminder supports children's understanding of

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need to do better?

where their food comes from and of the benefits of a healthy diet, which includes fresh fruit and vegetables. n The childminder completes required assessments of children when they are aged between two- and three-years-old. Through this, he identifies if there are any gaps in children's development and involves relevant external support services if needed. The childminder assesses children's abilities on a day-to-day basis and adapts the provision of activities to meet their learning needs. However, he does

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need to do better?

23 April 2025 not use his assessments of children's progress to focus specifically on what individual children need to learn next. n The childminder supports children's listening and attention skills well by encouraging them to participate in a daily disco session, where children move their bodies to music and follow the instructions that they hear. Children pay close attention then clap their hands and stamp their feet when the song directs them to do so. The childminder shares the list of songs with parents so that they can continue this learning at home with their children. n The childminder uses some successful strategies to support children's emotional well-being. For instance, he gives children lots of warning and explanation when there is going to be a change in their routine. This helps children to make smooth transitions between their activities. However, some children struggle to explain their needs and wants throughout the day, and, occasionally, this has an

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need to do better?

impact on their behaviour. The childminder has not yet developed strategies that are fully effective in helping these children communicate and be understood. n The childminder regularly self-reflects and values the feedback he receives from parents and the local authority. He swiftly acts on suggestions made. For example, the childminder has recently developed the ways in which he communicates with parents to make sure this is accessible for all. He now uses an online platform more frequently to share information with parents about their children's learning and care.

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 use assessments more precisely to identify and plan for what individual children need to learn next n develop strategies to help children express their wants and needs.

p.3

Setting details

Unique reference number 2797497 Local authority Lincolnshire Inspection number 10394934 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 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Wainfleet All Saints, Lincolnshire. He operates all year round, from 7am until 5pm, on Mondays, Wednesdays, Thursdays and Fridays, except for family holidays. The childminder works with his wife who is his co-childminder.

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Inspection activities

n The childminder showed the inspector the premises and discussed how he ensures that it is safe and suitable. n The childminder spoke to the inspector about children's learning and development. n Children showed the inspector what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 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

23 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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