Bailey, Caroline Louise

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 settled and happy in the childminder's care. They engage in back-and- forth dialogue with her at the developmental level that they are capable of. For younger children, this is making sounds and babbling. The childminder responds to these early language attempts in a conversational way, asking questions and extending on what the children might be telling her to encourage more sounds. Older children deepen their thinking skills during their interactions with the childminder. They test their hypotheses about whether items will sink or float in a bowl of water. Older children quickly learn and use the new scientific language that the childminder has introduced them to. Children of all ages are well supported in their communication and language development.

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The provision is good

Children learn important skills like how to use cutlery. Most children eat finger- foods for lunch, which are provided from home, so the childminder makes sure they have lots of opportunities at other times of the day to practise using a knife and fork. For example, at snack time, children follow the childminder's instructions to safely steady a banana with their fork and then use a sawing motion to cut with a knife. Children learn to look after their bodies. The childminder pays close attention to children's health and hygiene, making sure they wash their hands before they eat.

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need to do better?

n The childminder provides exciting and engaging activities for children to participate in, which supports their learning and development across the curriculum, for example science experiments and disco dancing. Children show high levels of involvement and concentrate for sustained periods of time, enjoying their play. The childminder takes children on outings that offer them real-life experiences to support their learning. For instance, she takes children on a train so that they can learn how to use public transport. This helps children to learn important skills for life. n The childminder uses her ongoing assessments of children's learning and development to adjust activities throughout the day so that each child is reasonably challenged. As a result, children are making progress. However, the childminder does not use her assessments of children's development precisely enough to focus her teaching on what individual children need to learn next

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need to do better?

based on what they already know and can do. n The childminder helps children to understand the importance of personal care from a young age. During nappy changing, the childminder explains what she is doing and shares key messages about children's health and hygiene. She ends the care routine by saying, 'All clean now' and children copy this phrase. The childminder is mindful of children's dignity during these personal care times. She

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need to do better?

23 April 2025 has fitted a screen around the nappy changing table so that children's privacy is promoted. n The childminder has high expectations for children's behaviour, and children respond positively to her instructions. For example, the childminder reminds children to sit while they eat to ensure their safety. That said, occasionally some children struggle to regulate their behaviour and react in a negative way by throwing a toy, for example. Even though the childminder responds to this by discouraging the undesired behaviour, she does not always give children a clear explanation, so they can understand the impact of their actions on others. n Parents confirm that their children are making progress. They attribute this to the early education that their children receive from the childminder. Parents explain the new skills that their children have learned, such as how to hold a book with care and turn the pages. Parents say their children have become more

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need to do better?

confident since attending the setting and developed the social skills that they need to play with others. n The childminder is proactive in continuing her own professional development. She regularly participates in the training and networking opportunities that are available to her, so she can improve her practice. The childminder is currently focusing on developing her knowledge of working with babies. She has also started a comprehensive package of safeguarding training courses to enhance her understanding even more so.

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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 use assessments more precisely to identify and plan for what individual children need to learn next n support children's behaviour development by helping them to understand the impact of their actions on others.

p.3

Setting details

Unique reference number 2797517 Local authority Lincolnshire Inspection number 10394935 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. She operates all year round, from 7am until 5pm, on Mondays, Wednesdays, Thursdays and Fridays, except for family holidays. The childminder works with her husband who is her co-childminder.

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Inspection activities

n The childminder showed the inspector all areas of the setting and discussed the early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke to children to find out about their time at the setting. n The inspector spoke to several parents during the inspection and took account of their views. 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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