Davis, Gemma

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 their enjoyment of walking with the childminder in the local community, helping to develop their stamina and physical abilities. The childminder explains her expectations for their behaviour, when children are allowed to run freely in secure locations. For instance, she asks children to listen and follow her instructions, such as to stop on request. Younger and older children do this well. This enables the childminder to always see and hear children, to help promote their safety.

p.2

The provision is good

The childminder liaises with other professionals if children need additional support with their learning, such as to help develop their speaking skills. Targets are implemented to focus on particular aspects of learning to help narrow any gaps in their development. Children have opportunities to develop their confidence in different social situations. This includes the childminder arranging for outside agencies to do activities with children, such as music groups where children sing songs and engage with a different adult. The childminder supports children to recall past events in their lives. This includes asking them questions about recent trips in aeroplanes and butterflies they see in the garden. This encourages children to confidently talk about and remember previous learning and experiences. Children remember a butterfly landing on a leaf.

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need to do better?

n The childminder attends training courses to help develop her knowledge of how to support children's learning. This helps to extend her understanding of the benefits of providing children with sensory experiences. For instance, when children play with cereal, she shows them how to feel the cereal as it falls through their fingers and to listen to the noise it makes when it lands on metal objects. n Children learn how to keep themselves safe. For instance, when they walk along a narrow pathway in the community, the childminder reminds them to stay away from nettles because the nettles may hurt their legs. The childminder helps children to learn about road safety and how to evacuate her home safely in the event of a fire. n The childminder provides opportunities for children to be independent. For example, when older children pour drinks, she reminds them when they need to stop pouring. The childminder provides hand-over-hand support for younger

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need to do better?

children when they pour. n The childminder knows the children well and how they have developed in her care. However, she does not use the information she obtains about children's abilities when they first start to identify more precisely how to support their learning from the outset.

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need to do better?

1 May 2025 n Parents say that they appreciate how the childminder supports them with their children's care and learning at home. This includes the childminder helping parents when their children begin to use the toilet, with sleep techniques and learning a second language. The childminder shares information with parents about children's day and how she intends to support their development. This partnership working helps to provide a united approach to supporting children's learning. n The childminder supports children's mathematical development well. For instance, she helps children to recognise written numbers and begin to understand subtraction when they sing songs about ducks flying away. Children learn words to describe quantity when the childminder uses them to describe their play in cereal. This includes the childminder asking children if their containers are full. n Overall, the childminder helps children to manage their behaviour well. For

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need to do better?

instance, younger children copy the childminder when she claps her hands after singing activities, helping children to praise their own achievements. However, sometimes, the childminder does not support children to understand their own feelings and those of others. This will help them to identify and manage their emotions. n The childminder plans activities to encourage children's communication and language skills. For example, when children play musical instruments, the childminder helps children to understand the name of the instruments, such as a clatterpillar, tambourine and maracas. This helps to build on children's vocabulary.

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 information obtained about what children already know and can do when they first start to help plan more precisely for their learning from the outset n strengthen the support for children to understand their own and others' feelings and emotions.

p.3

Setting details

Unique reference number EY547922 Local authority Lincolnshire Inspection number 10380727 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 5 Date of previous inspection 20 June 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 7.45am until 4pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children age nine months upwards. The childminder holds an appropriate level 3 qualification.

p.4

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 carried out a joint evaluation of an activity with the childminder. 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.

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Inspection activities

1 May 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

1 May 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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