Childminder EY292326

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 are happy and benefit from the caring and nurturing relationships the childminder builds with them. The childminder gathers information from parents and uses this, alongside what she knows about children's development, to plan the activities she provides. Children feel excited to attend and engage in learning activities that support them to make progress in their learning.

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The provision is good

Children respect one another and smile as their friends arrive. The childminder supports children to notice how others are feeling and talks to children about different emotions. Children show awareness for one another and take their friends their comforters when they see they need them. Additionally, children develop a sense of pride and responsibility as the childminder encourages children to engage in small tasks, such as setting the table for mealtimes. Children develop an understanding of how to keep themselves safe. The childminder reminds children to keep areas tidy to avoid slipping or tripping. Children show they understand and recognise the need to 'tidy' when their friends empty baskets of toys on the floor.

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The provision is good

Children participate in positive hygiene practices. The childminder gives children their own bowl of water and describes how to rub different parts of their hands to clean them. This supports children to learn the importance of self-care, particularly around mealtimes.

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need to do better?

n The childminder uses ongoing assessments effectively to identify gaps in children's learning swiftly. Where gaps are identified, the childminder communicates with families and offers targeted support, including referrals to other professionals when needed, to help children catch up in their learning. n The childminder incorporates mathematical concepts in her interactions with children. She encourages children to notice how many items they have in their tubs and to compare with their friends. This encourages children to understand quantities. The childminder uses language of size as children build. She describes how their towers get 'bigger' as they add more bricks. Children learn that adding and taking blocks away makes a difference to the height of their tower. n The childminder has embedded, clear routines and reminds children of what will happen next to support their understanding. This helps children to follow the

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need to do better?

routines and know what is expected of them. When needed, the childminder sensitively directs children's behaviour and reminds them of what is expected. Children behave well and quickly re-engage appropriately with activities. n The childminder supports children to think of new ideas as they play. For example, while children play imaginatively, the childminder introduces dolls and

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need to do better?

4 September 2025 asks appropriate questions to extend children's thinking. This encourages children to engage for longer periods of time as they think of new ways to interact with the dolls. n The childminder prioritises children's well-being. She encourages parents to visit for settling-in sessions, where children can become familiar with the childminder. This contributes to children feeling safe in the childminder's care. The childminder consistently picks up on children's body language and provides calm reassurance to children, which supports them to re-engage in learning quickly. n The childminder attends regular online training and frequently gathers information from other childminders to extend her knowledge and introduce new ideas. For example, the childminder has created an action plan to support in the development of her practice and procedures. n Overall, the childminder interacts well with children. She positions herself so

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need to do better?

children can see her facial expressions and makes eye contact as she talks to them. However, on occasion, the childminder does not introduce children to new vocabulary to support their language development. For example, when she encourages children to engage with new items, she does not tell children what the item is. Therefore, children are not fully supported to learn and practise new language. n Parents feel well informed about the experiences their children have with the childminder on a day-to-day basis. However, the childminder does not yet communicate what the children are currently learning and their next steps to parents to support them to extend their children's learning at home.

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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.

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should:

n develop children's language skills further by introducing and explaining new vocabulary during interactions with children n support parents to extend their children's learning at home by sharing children's current learning and next steps.

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Setting details

Unique reference number EY292326 Local authority Lincolnshire Inspection number 10394529 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 20 Date of previous inspection 11 September 2019

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Information about this early years setting

The childminder registered in 2004 and lives in Grantham, Lincolnshire. She operates all year round, from 7.30am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for children from the ages of nine months.

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Inspection activities

n The childminder discussed her curriculum intentions with the inspector during the learning walk. n The inspector spoke to parents during the inspection and took account of their views. n The inspector observed the childminder and her interactions with the children. n The childminder and the inspector held discussions at appropriate moments. n The childminder and the inspector completed a joint observation of a group activity. n The inspector sampled relevant documents and reviewed evidence of the childminder's suitability.

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Inspection activities

4 September 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

4 September 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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