Childminder 209090

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 have strong relationships with the childminder, which helps them to feel comfortable and secure to learn. Children develop a sense of pride. For example, the childminder displays children's creations on the wall when they finish. This helps to enhance children's self-esteem. Children's views are valued. They are given choices of where and how they would like to learn. For example, when children choose to visit a local field, the childminder skilfully introduces mathematics as they play. She asks children to count how many tractors they can see. Children engage well and confidently demonstrate their understanding. They revisit this skill and begin to count how many sticks they find. Children show positive attitudes to learning.

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The provision is good

Children learn about foods that keep them healthy. The childminder offers a range of healthy snacks and talks to children about snacks that should be eaten in moderation. The childminder enthuses about foods, introducing words such as 'delicious' and 'crunchy', which prompts children to try new healthy foods.

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The provision is good

Children gain the skills they need to become independent. The childminder encourages children to have a go at putting their own shoes on and supports them when needed, reminding them of which shoe goes on which foot. The childminder provides children with knowledge to help to keep themselves safe. For example, she explains they may get splinters if they run their hands along the fence. Children listen, adapt their behaviour and decide to point at flowers instead. The childminder praises their choice, which supports them to understand what is expected of their behaviour.

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need to do better?

n Children are immersed in learning. The childminder holds a strong understanding of how children learn and makes the most of every experience children engage with. For example, when children jump in puddles, the childminder shows them the footprints they make as they walk. She uses this observation to introduce children to mathematical language as she compares the size of her footprint to theirs. Children build firm foundations to support their future learning. n The childminder encourages children to develop a love of books. She provides comfy spaces for them to all read together. The childminder positions herself so children can be involved in the book. She asks questions throughout reading to engage children and encourage them to share their ideas further. Children point to pictures and share their knowledge and interpretation. If children misinterpret information, the childminder is quick to correct this in a sensitive way to support

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need to do better?

children's accurate knowledge development. n The childminder supports children to gain skills for early writing. She uses

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need to do better?

11 September 2025 different experiences to encourage children to make marks and further their hand-eye coordination. For example, the childminder shows children how to use sticks to draw in soil. Children show interest in this and find different-sized sticks to copy and make different-sized marks. Additionally, children have access to a range of materials to create pictures. The childminder describes how to use tools, such as scissors. Children listen and coordinate their finger and hand movements to snip the edge of their paper. n The childminder supports children to learn about the world around them. For example, children notice conkers on the floor. She uses her interactions to develop children's understanding of where conkers come from and to notice the differences between each conker they find. Children use this new knowledge quickly and point to the tops of trees to tell visitors where their conker fell from.

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need to do better?

n The childminder develops children's language well. She frequently encourages children to engage in conversations. When she notices children are unsure of the correct words to describe objects, she quickly addresses this gap by introducing new vocabulary. Children pick up language quickly and use it in context. For example, they show their friends their 'spiky' shell. This shows children's confidence in their increasing communication skills. n Children develop close and nurturing bonds with the childminder. They are happy and excited to tell visitors that they love attending the childminder's home. When asked by visitors, children say their favourite part about attending is being with the childminder. n Overall, children behave well. On occasions when children try to take toys from one another, the childminder responds well and tries to re-engage children in another activity. However, the childminder does not fully support children to

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need to do better?

understand their impact on others and how this could make them feel. Therefore, sometimes, children repeat these unwanted behaviours.

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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 strengthen the support for children's personal development, to develop their understanding of the impact their actions can have on others and how this could make others feel.

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Setting details

Unique reference number 209090 Local authority Lincolnshire Inspection number 10398897 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 9 Date of previous inspection 14 November 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Ruskington, Sleaford. She operates all year round from 7am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded early education for children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision during a learning walk. n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. 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.

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Inspection activities

11 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

11 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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