Johnson, Lynsey

Johnson, Lynsey

Unique reference number (URN): EY402234 Address: 6a The Slack, Crowle, SCUNTHORPE, South Humberside, DN17 4LZ Type: Childminder Registered with Ofsted: 13/01/2010 Registers: EYR, CCR, VCR Registered person: Johnson, Lynsey

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children clearly express their point of view. They take an interest in books and select them independently. Children recite familiar stories to themselves and handle books carefully.

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Achievement Expected standard

Children use their imagination to make one object represent another. For example, they pretend a chopstick is a fishing rod. These imaginative skills lay the foundations for later, more-complex creative work. Older children ably manoeuvre two-wheeled bikes, creating racing games. Children accurately use the language of size. They use the word 'tiny' to describe a small dinosaur. They sort objects into groups by colour and count up to 3 objects from a larger group.

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Achievement Expected standard

Although children are generally well prepared to move on to the next stage of their learning, they do not always concentrate for long periods of time at activities they have chosen. Their play can lack purpose and this means that they do not consistently develop in-depth knowledge and skills.

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Behaviour, attitudes and establishing routines Expected standard

The childminder promotes positive behaviour. She reminds children to use manners and say 'thank you' when another child does something kind. This helps children to carry out further spontaneous acts of kindness. Children are polite and ask permission for different things. The childminder treats all children with respect. This reciprocal respect creates a positive learning environment. Children listen attentively during group activities because the childminder changes the tone of her voice. For example, she whispers or uses a loud voice.

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Behaviour, attitudes and establishing routines Expected standard

Some children are not yet able to maintain their attention and concentrate as they play independently. The childminder now needs to act more swiftly to help children focus their attention on the activities they have chosen, so that they can develop highly positive attitudes to learning that will support them as they move to the next stage of education.

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Behaviour, attitudes and establishing routines Expected standard

The childminder frequently praises children's efforts. This supports them to do the right thing again and again, so that positive behaviours become embedded and internalised. The childminder has a clear policy in place for monitoring attendance. Children rarely take time off. Parents follow the attendance reporting procedures well so that the childminder knows why children are absent.

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Children's welfare and wellbeing Expected standard

Babies demonstrate close bonds with the childminder as they call to her and draw her attention to things they are interested in. The childminder tunes into the needs of babies, providing comfort and reassurance where needed. Babies confidently explore the environment. The childminder uses songs and rhymes to support children to learn about hygiene. For example, she sings a song about handwashing as children play in the pretend kitchen. Children repeat this song as they wash their hands later on. Older children know when they need to use the toilet and attempt to put on their own coats and shoes. The childminder should now focus on developing children's ability to consistently make their own healthy choices and decisions.

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Children's welfare and wellbeing Expected standard

Children are confident and persevere when they find things difficult. The childminder supports children to persevere, providing them with information that will help to improve their skills. For example, she explains how to use tools correctly as children break ice.

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Children's welfare and wellbeing Expected standard

Children show kindness towards each other. They demonstrate that they are learning about emotions and taking account of the feelings of others. When a child trips over and becomes briefly upset, another child gives them a hug.

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Curriculum and teaching Expected standard

The childminder listens to the sounds that babies make and interprets these into words. This helps babies to develop fundamental language skills. She repeats words so that children begin to gain an understanding of the meaning of words. Although the childminder is skilled at developing conversational skills, she does not extend the vocabulary of the most-able children to the highest level. At times, she uses vocabulary that is too simple, which means the most-able children do not hear an increasingly wide range of words, limiting their vocabulary.

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Curriculum and teaching Expected standard

The childminder supports the physical skills of young children. She offers a supportive hand to aid their balance as they develop their walking and climbing skills. She supports older children to create obstacle courses that test their balance and control.

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Curriculum and teaching Expected standard

The childminder links learning across the curriculum. For example, she supports children to develop their imaginative skills and early mathematics, alongside their knowledge of the world around them. As children pretend to make pancakes, the childminder asks questions that help children to recall ingredients and learn the technique of making pancakes. The childminder demonstrates how to use weighing scales in the play kitchen, helping children to recognise some numerals.

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Inclusion Expected standard

The childminder is skilled at adapting her teaching to the needs of the children she is working alongside. She uses longer sentences and more-complex words with the most-able children. She uses single words and repeats them frequently with children who are developing their understanding.

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Inclusion Expected standard

The childminder recognises when children need support. She commences strategies to support language when gaps in learning appear. She refers children to external agencies, such as speech and language therapists. The childminder liaises closely with parents. She ensures that information is shared and that strategies used to support children are completed in the setting and at home. The childminder reviews children's progress regularly to check if gaps in learning are closing. She could now be even more consistent and rigorous in ensuring that children who need support are identified swiftly and that their progress is monitored very closely.

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Inclusion Expected standard

The childminder is knowledgeable in supporting families who have experienced trauma. She recognises the long-lasting effects that trauma can have on children. She has attended training on this topic and how it can have an effect on children's communication. This helps her to put effective strategies in place for vulnerable children.

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Leadership and governance Expected standard

The childminder plans training opportunities and regularly attends courses. She frequently meets other childminders for networking. This helps to keep her knowledge up to date. She regularly updates her safeguarding training and has completed training in communication and language. This enhances her interactions with children. She now needs to strengthen her evaluation of the service she provides.

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Leadership and governance Expected standard

Parents are pleased with how well the childminder helps children to develop their confidence. They say that their children enjoy coming and make lots of progress. Parents feel that they have good communication from the childminder, who provides regular updates on their children's performance. The childminder takes account of parental views through annual surveys. She reflects on parental requests for improvements and adapts the provision to accommodate these.

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Leadership and governance Expected standard

The childminder works well with external agencies to support the most-vulnerable children. She is confident to express her views on children's needs and influence multi-agency working to act in the best interests of children. The childminder has links with local schools. She shares information with them about the skills and abilities of children. This helps children to move from the childminder to school in a calm and settled way.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy and settled in the care of this warm and caring childminder, who ensures that children feel welcome as they start their day. Children play harmoniously alongside each other and generally share equipment well. The childminder is skilled at involving all children in discussion. She draws in children who are less confident, acknowledging children's ideas and suggestions. This helps to support children to begin to make friends. Children chat to each other as they play. They negotiate what will happen next and create simple storylines and narratives in their play.

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What it's like to be a child at this setting

Children demonstrate that they feel safe and secure in the setting as they express themselves and make up their own songs. They demonstrate their unique abilities with freedom. For example, older children adapt familiar rhymes to make up their own rhymes. They show great skills as they sing '1,2,3,4,5, once I caught a fish alive' and insert the name of one of their friends into the song. They keep the rhythm and tune, demonstrating they have a competent understanding of rhythm and pitch.

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What it's like to be a child at this setting

A key strength of the childminder is her ability to use interactive reading and teaching methods to develop children's language. She uses a range of familiar songs, rhymes and stories with children. As she reads, she leaves gaps at the end of familiar refrains, waiting to hear the children fill in the missing words. This strategy helps children to remember repeated patterns of text and develop an understanding of rhyme. Children join in with stories with enthusiasm and enjoy reading. All children, including those with special educational needs and/or disabilities, are ready for the next stage in their learning.

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Address:

6a The Slack Crowle SCUNTHORPE South Humberside DN17 4LZ

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Address:

Operating hours: Tuesday,Wednesday,Thursday : 08:30 - 16:00

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Next steps

The childminder should plan opportunities to use an increasingly wide range of adventurous vocabulary in order to extend the communication skills of the most-able children even further. The childminder should teach children to maintain attention and concentrate for longer periods on the activities they have chosen independently, so that they can develop highly positive attitudes to learning that will support them as they move to the next stage of education.

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About this inspection

The inspector spoke with the childminder, her co-childminder, children and parents during the inspection.

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About this inspection

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. Local authority: North Lincolnshire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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