Leader, Katherine Heather

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

The childminder provides a nurturing home-from-home environment for children and their families. Children benefit from the positive relationships the childminder builds with them. The childminder visits children before they start, to gather information, which helps her plan the experiences and activities she offers children. Consequently, children feel confident, are eager to join in activities and do so for long periods of time.

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The provision is good

Children are curious and show their confidence. For example, while the childminder reads books, children point to pictures of different animals and ask questions. The childminder skilfully responds, filling gaps in children's knowledge, for example, by explaining that camels store water in their humps. This sparks conversation and develops children's thinking further as they discuss where people get their water from. If children misunderstand information, the childminder is prompt to correct this positively, through explanation and further discussions.

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The provision is good

Children learn the importance of rules and boundaries. The childminder is a positive role model and reminds children to tidy their toys away when they are finished to prevent them tripping over. Children develop an understanding of how to keep themselves safe while they explore the environment.

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need to do better?

n Children make good progress in their learning and development. The childminder uses her strong understanding of child development to identify children's next steps in learning. She uses observations and assessments to track children's progress. She uses this information to help reduce gaps in children's learning and development. When needed, the childminder works closely with other professionals and uses additional funding she receives to plan targeted activities. This ensures that all children are well prepared for their next stage of learning. n The childminder helps children to develop an understanding of healthy lifestyles. She has conversations with children that promote their understanding of healthy eating and oral health. For example, during imaginative play, she encourages children to think about foods that are good for their bodies and teeth. Furthermore, the childminder uses resources such as books to show children

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need to do better?

various foods and embed children's understanding of foods that are healthy. This helps children to develop healthy habits and knowledge for the future. n The childminder supports children to understand what is expected for their behaviour. She gives them appropriate reminders through activities. For example, during song time, the childminder tells children when it is their turn and praises each child as they wait to pick a song. This supports children to interact well with their friends and develop positive social skills.

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need to do better?

3 June 2025 n The childminder introduces children to mathematical concepts. For example, at snack time, she uses her fingers to support children to learn to count. Children copy this and successfully count different pieces of fruit. The childminder extends this further, asking children to identify the different amounts of fruit they each have. Children develop an understanding of quantity and share out fruit equally. n The childminder talks to and questions children as they play. She makes eye contact with children to help develop their communication skills. However, on occasion, when children respond, the childminder repeats back what children say rather than extending their vocabulary further. n Overall, the childminder supports children to develop their physical skills. She provides children with one-handed tools to develop their finger and hand muscles. However, the childminder does not demonstrate how to use these

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need to do better?

tools, such as scissors or knives to cut fruit. Therefore, children do not learn the physical skills they need to use tools correctly. n The childminder is keen to build on her knowledge and skills. She completes regular reading and research to enhance the experiences she offers children. For example, the childminder introduces a variety of crockery and smaller metal kitchen items, such as teapots. This enables children to explore items and engage in imaginative play experiences that they may not get elsewhere.

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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.

p.3

should:

n strengthen ways of communicating with children to extend their vocabulary beyond what they already know or can say n enhance planning to help children to learn how to use tools correctly to support their physical skills further.

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Setting details

Unique reference number EY336440 Local authority Lincolnshire Inspection number 10388202 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 6 Number of children on roll 7 Date of previous inspection 2 July 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Wragby, Lincolnshire. She operates all year round, from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides funded early education to children from the ages of nine months to four years.

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Inspection activities

n The childminder discussed her curriculum intentions with the inspector during a learning walk. n The inspector observed the childminder and the children throughout the day. n The childminder and the inspector held discussions at appropriate moments. n The inspector took into account the views of parents. n The inspector sampled relevant documents and reviewed evidence of the childminder's suitability.

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Inspection activities

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

3 June 2025 3 June 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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