Childminder EY548305

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 supports children to develop their social interactions with others. This includes the childminder and children playing games, such as hide and seek. Children show good teamwork as the childminder asks them to take it in turns to count and hide. Children giggle with excitement when they find their friends, showing an enjoyment of taking part. Children receive plenty of praise from the childminder for their achievements. This includes receiving a 'high five' when older children find objects that are the same colour as images they see in books. This positive reinforcement contributes to promoting children's self-esteem and confidence.

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The provision is good

Through the childminder's curriculum, children have experiences to be physically active. Outdoors, the childminder provides children with stepping stones that they arrange, walk across and jump off. This helps to develop children's thinking skills, balance and coordination. When younger children access slides, the childminder stands close by to support them if needed and to promote their safety. Children learn how to promote their own safety. For instance, the childminder helps them to learn about road safety. She teaches children to walk on the inside of her when walking in the street. The childminder helps children to understand the importance of wearing safety belts when they travel in her car.

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need to do better?

n When children first start attending, the childminder gathers information from parents and carers about children's abilities. She uses this, along with her own observations and assessments, to identify what children know and can do. The childminder's curriculum includes identifying what children need to learn next and helping them to learn about topics. For instance, she plans experiences for children to build on their knowledge of items they find in each season. This helps children to build on their understanding of the world around them. n The childminder supports children's communication and language skills well. Younger children copy the words she uses to help to build on their vocabulary and speaking skills. The childminder asks older children questions and gives them time to respond. This encourages children's thinking skills. n The childminder shares information with parents about their children's abilities

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need to do better?

and achievements. This includes sending them photos of activities their children enjoy. However, the childminder's partnership working with other early years settings children also attend is not as effective. For instance, she does not gather or share information about children's learning. This does not help to give the childminder a fuller picture of children's abilities and to plan more precisely for their progress. n The childminder offers children nutritious snacks to promote a healthy diet. She

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need to do better?

29 September 2025 helps children to learn about foods that are good for them. For instance, children pick blackberries with the childminder and use these in their play, such as to make paint. The childminder links baking activities to stories. This helps children to secure their learning from what they hear. n Children sit well and concentrate when they listen to the childminder read them stories. The childminder uses different tones in her voice to capture children's attention. She asks them to lift the flaps in books and finish the end of familiar phrases. Children show that they enjoy looking at books independently. They select ones that interest them and sit quietly as they turn the pages. This contributes to children's literacy skills and love for books. n Children show an interest in their peers. However, the childminder has not built on her knowledge of how to help children to learn about similarities and

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need to do better?

differences between themselves and others. Therefore, she does not fully support children to understand what makes them unique. n The childminder supports older children to develop their mathematical skills. For example, she uses gestures and pointing to help children to accurately count the number of objects they have in a tower. When children try to identify some written numbers, the childminder helps them to understand what they are. This helps to build on children's understanding of numbers. n The childminder reflects on her practice and identifies improvements to enhance children's experiences. She has recently increased opportunities for younger children to learn about technology. For instance, children hold pretend phones to their ear, showing their understanding of how to use the equipment.

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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 gather and share information with other early years settings children also attend, to gain a fuller picture of children's abilities and to plan more precisely for their learning n develop knowledge of how to strengthen children's understanding of similarities and differences between themselves and others.

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Setting details

Unique reference number EY548305 Local authority Lincolnshire Inspection number 10407460 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 15 Date of previous inspection 9 January 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Washingborough, Lincolnshire. She operates during term time, from 7.30am until 5pm on Monday to Wednesday, and from 7.30am until 9am and 3pm until 5pm on Thursday and Friday. During school holidays, the childminder operates from Monday to Friday, from 7.30am until 5pm, except for bank holidays and family holidays. She provides government funded childcare for eligible children.

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Inspection activities

n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

29 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

29 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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