Craft, Deborah Jane

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

Children benefit from the positive relationships the childminder builds with them. Children show how comfortable and confident they feel and happily tell visitors their names when they are asked. Children are happy and enjoy working together with their friends as they join in activities the childminder provides. For example, during song time, children smile and giggle with one another as they row and rock their pretend boats. Children learn how to interact well with their friends and take turns. For example, while children play throw and catch games, the childminder uses children's names to identify whose turn it is. Children begin to point to whose turn it is next and wait for their name to be called before they throw the ball.

p.2

The provision is good

From a young age, children learn what is expected and behave well. The childminder gives children consistently clear instructions, for example to tidy away toys when they have finished. All children show their embedded understanding of what is expected and independently place their toys back where they found them as they finish.

p.2

The provision is good

Children begin to understand how to keep themselves safe online. The childminder uses resources, such as books, to appropriately teach children how to use the internet safely. Older children recall what they should do; for example, if something pops up on their screen that they are unsure of, they should talk to an adult.

p.2

need to do better?

n The childminder has made improvements since her last inspection. She supports any assistants that she may work with to develop their understanding of what she wants children to learn. They hold regular meetings to reflect on and improve what they offer children, which has had an overall positive impact on the quality and the delivery of the curriculum. n The childminder completes ongoing assessments of children's learning and uses the information she gathers to help her identify what children can do and what they need to learn next. Overall, the childminder plans a balanced curriculum. However, the curriculum for mathematics is not as well delivered to support children's number recognition and early counting skills. n The childminder encourages frequent use of books, to read as a group or to look at individually. She models how to hold books and reads and talks about the pictures with the children. Children independently choose to sit and look through

p.2

need to do better?

books during the day. They turn the pages and handle the books with care. Children who are pre-verbal make sounds as they study the pictures on each page. n The childminder supports children to develop their physical skills. For example, she explains how to hold their arms out in front of them and watch the ball as it

p.2

need to do better?

14 May 2025 is thrown. She says 'catch' as the ball gets closer, to support children to understand when to bring their hands together. Children listen and begin to coordinate their movements to successfully catch the balls. To enhance children's physical skills further, the childminder plans visits to the local playing field. Children participate in running races to develop their endurance and lower body muscle strength. n The childminder consistently supports children's communication and language development. She frequently names the objects children play with to expose children to new vocabulary. The childminder uses children's previous experiences to tailor questions she asks children. This supports children to engage in meaningful conversations and use a range of vocabulary across different topics. n The childminder supports children to develop skills towards being independent. For example, the childminder shows children how to wash their hands and

p.2

need to do better?

describes the steps needed to ensure they are clean and dry. Children learn the steps and show the independence skills they develop. For example, during a soil and water activity, they notice their hands are dirty. Children take themselves to the sink to wash mud off their hands, dry them successfully and return to activities. n Overall, the childminder engages well with the children during activities and daily routines. However, she does not consistently support children to build on their current knowledge and understanding. For example, the childminder does not always help children to understand how and why we use things, such as sun cream to help to stay safe in the sun.

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 the delivery of the curriculum to support children's mathematical development n develop interactions to consistently extend children's current knowledge and understanding.

p.3

Setting details

Unique reference number EY357067 Local authority Lincolnshire Inspection number 10357886 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 12 Number of children on roll 23 Date of previous inspection 17 June 2024

p.4

Information about this early years setting

The childminder registered in 2007 and lives in Moulton, Lincolnshire. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate level 3 qualification and works with an assistant. She provides funded early education for children aged from nine months up to four years.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children communicated with the inspector during the inspection. n The childminder's assistant spoke to the inspector during the inspection. 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 carried out a joint observation outdoors with the childminder. 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.

p.4

Inspection activities

14 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

14 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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