Ashby, Lisa 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 Good

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The provision is good

Children show that they feel happy and secure in the homely setting. On arrival, they smile and hug the childminder. This shows their strong emotional bond. The childminder engages warmly with the children. She often asks about their feelings. This helps them feel safe and valued. As a result, they are confident to explore and engage in new learning experiences.

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The provision is good

Children settle quickly into the routine and eagerly join their friends in play. The childminder reinforces her expectations for behaviour through clear, age- appropriate explanations. For example, she reminds the children to play with care near the tower their friend built. She explains that it could get knocked over and that this could upset their friend. Children pay close attention and follow her instructions. This helps them develop empathy and learn to respect the work and feelings of others.

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The provision is good

Children demonstrate early shape recognition through playful exploration. They use their hands to create shapes such as a triangle, a diamond and a circle. The childminder supports their learning by asking them to name the shapes they have made. Children respond with confidence, showing their growing knowledge and vocabulary. The childminder praises their efforts and provides corrections as necessary. This builds on what children already know and helps them take their next steps in learning.

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need to do better?

n The childminder has designed a rich and engaging curriculum. It supports children in their future learning. She introduces new knowledge and skills in ways that are meaningful and age-appropriate. For instance, children listen to a story about a caterpillar becoming a butterfly. The childminder introduces live caterpillars for children to observe. This helps children make deep, real-life connections to what they are learning. As a result, children learn about life cycles and gain key knowledge about nature. n The childminder is highly effective in promoting children's communication and language skills. She speaks clearly and repeats key words during activities to support learning. This supports children's understanding and encourages them to join in discussions. As a result, children develop new vocabulary and improve their pronunciation. These strategies enhance their communication development and confidence in using new language.

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need to do better?

n Children show a strong love of books. They enjoy retelling familiar stories from memory. They confidently use different tones, voices and sounds to bring the story to life. The childminder supports their storytelling by modelling expressive language and actions. This helps keep the children engaged and the story

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need to do better?

6 June 2025 flowing. For example, the childminder imitates the swishing sound of grass in the wind. She also moves her body to show how the grass might sway. Children copy her sounds and actions with great enthusiasm. This helps children think creatively and strengthens memory skills, sequencing and comprehension. n The childminder observes the children. She finds out what they know, what they can do, and what they should learn next. She applies this information, alongside what children enjoy, to shape her teaching. However, at times, teaching does not challenge most-able children. As a result, this can limit the progress that some children can make. n The childminder recognises the importance of children developing their large physical skills. Every day, children have access to the garden, where they can run, climb, build and balance. For example, they use balancing beams and steps. Children spread their arms to steady themselves as they walk along the path

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need to do better?

they have created. These activities enhance children's coordination and balance. They also promote good physical health and well-being. n Children have good opportunities to develop their independence skills. The childminder encourages them to put on their coats and shoes. Older children can do this by themselves. The childminder helps younger children by giving clear, age-appropriate instructions. For example, she explains that fully opening their shoes makes it easier to slide their feet in. She then guides them through the process. This helps children manage their personal needs and develop valuable life skills. n The childminder has strong relationships with parents and values their contributions. She actively seeks feedback and uses it to improve her provision. Recently, parents have completed a questionnaire. As a result, the childminder began sharing daily photos of the children's learning. Her responsiveness shows

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need to do better?

she is willing to adapt her practice. This helps create an environment that meets the needs of the children and their families.

p.3

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.

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should:

n strengthen teaching to further stretch and challenge most-able children's learning.

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Setting details

Unique reference number EY339978 Local authority Lincolnshire Inspection number 10392120 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 4 Number of children on roll 4 Date of previous inspection 5 August 2019

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Information about this early years setting

The childminder registered in 2006 and lives in North Hykeham, Lincoln. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3.

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Inspection activities

n The childminder and the inspector carried out a learning walk of the provision and discussed the early years curriculum. n The inspector communicated with the children throughout the inspection. n The inspector observed the quality of education and assessed the impact that this is having on the children's learning. n The childminder and the inspector completed a joint observation of an adult-led activity. n The inspector read completed questionnaires from parents and took account of their views. n The inspector spoke to parents during the inspection and took account of their views. n The inspector spoke to the childminder throughout the inspection. n The inspector looked at relevant documentation and reviewed evidence of the childminder's suitability.

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Inspection activities

6 June 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

6 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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