Childminder EY407836

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

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The provision is good

Children are happy and laugh and giggle as they play. The childminder builds close attachments with children from the first session they attend. Children show they feel comfortable and safe. For example, children seek comfort from the childminder when they need it. This supports children to focus their attention on learning. Children develop their social skills as the childminder models how to interact and wait for a turn in activities. This helps children to make friends and share toys with one another.

p.2

The provision is good

Children are confident and develop personal skills. The childminder supports them to make choices and encourages them to be independent in their self-care routines. The childminder offers support when needed. For example, when children go to the toilet independently, she reminds them to flush the toilet and wash their hands.

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The provision is good

All children make good progress from their individual starting points. The childminder implements a broad curriculum inspired by children's interests and considers children's individual next steps in learning. Children are familiar with daily routines and demonstrate high levels of engagement as they play. Children develop good communication skills. The childminder uses books to prompt children's ideas and encourages them to talk about their experiences. Children engage well in conversations and listen carefully to what the childminder says before responding.

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need to do better?

n The childminder supports children's developing language well. She speaks to children frequently and positions herself so children can see her facial expressions and mouth movements. The childminder uses hand gestures to support children's understanding of language. Children shake their bodies to show their understanding as they practise using new words such as 'wobbly'. This helps all children to make progress, including children who speak English as an additional language. n The childminder promotes children's physical development well. She provides different-sized mark-making tools to support children of all abilities to participate in activities as they prepare for early writing. The childminder teaches children to use large play equipment in outdoor areas. For instance, she describes and shows children how to bend their knees and bounce gently on the trampoline. Children follow instructions and gradually build strength in their leg muscles.

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need to do better?

They coordinate their movements and bounce independently. n The childminder has high expectations for children's behaviour, which are embedded through consistent routines. The childminder supports children's understanding through calm reminders and consistent praise. Children understand what is expected of them and behave well.

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need to do better?

8 September 2025 n The childminder supports children to understand mathematical concepts. For example, while children build, she encourages them to count how many bricks they have used. Children successfully count and show their understanding of quantities as they hold up the correct number of fingers. The childminder supports children to understand size as they post balls down a tube. She asks them to think about which balls are too big to fit. Children learn to compare the size of the balls and successfully sort and order them. This helps children to build strong foundations for their future learning. n The childminder teaches children to recognise different emotions. For example, as children look at picture cards that depict different emotions, the childminder describes the emotion and models the facial expression. Children use this knowledge and begin to make links to how they are feeling. For example, as

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need to do better?

they finish running, they pretend to yawn and say they feel tired. Children begin to develop an understanding of their emotions. n The childminder provides healthy foods at mealtimes and encourages children to participate in healthy practices. For instance, children learn to have frequent drinks of water and to wash their hands. However, the childminder does not always fully support children to learn how these healthy habits have a positive effect on their bodies and overall health. n Overall, the childminder interacts well with children. She asks questions to assess children's understanding, and they respond with enthusiasm. However, when children demonstrate their knowledge by answering correctly, the childminder does not always extend the interaction to add depth to or build on children's understanding.

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 help children to learn how developing healthy habits can have a positive effect on their bodies and overall health n enhance teaching and interactions to support children to build on and add depth to their knowledge and understanding.

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Setting details

Unique reference number EY407836 Local authority Lincolnshire Inspection number 10389833 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 12 Date of previous inspection 21 January 2025

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Information about this early years setting

The childminder registered in 2010 and lives in Boston, Lincolnshire. She operates all year round, from 6am to 5pm, Monday to Friday, except for bank holidays and family holidays. She provides government-funded places for childcare and early education. The childminder works with assistants.

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Inspection activities

n The childminder discussed her curriculum intentions with the inspector during the learning walk. n The inspector observed interactions between the childminder and the children throughout the day. n The childminder and the inspector held discussions at appropriate moments. n The inspector sampled relevant documentation, which the childminder provided on request. n The childminder and the inspector completed a joint observation of a group activity.

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Inspection activities

8 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

8 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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