Wisby, Lynzie Amy

Childminder

Unique reference number (URN): 2847460 Registered with Ofsted: 02/11/2025 Registers: EYR, CCR, VCR

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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 Strong standard

Children make superb progress from their starting points. Children who face barriers to their learning make consistently impressive progress. Children learning English as an additional language learn new words rapidly. All children are well prepared for the next stage in their learning.

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Achievement Strong standard

Children demonstrate impressive engagement. Children are fascinated as they mix sand and water. They explore the feel of wet sand in their hands and discover how they can mould it. Children learn how to play alongside each other. They are patient and considerate as they play alongside children who are new to the setting. They learn how to share resources, such as buckets, and begin to understand that they can use different resources. This supports them to play together harmoniously. Children develop their muscle skills as they use scoops to pick up rice from the tray. With support, they learn how to use a knife safely to butter cream crackers.

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Curriculum and teaching Strong standard

The childminder's curriculum is well thought out to support children's learning. She consistently plans how she can extend children's learning across the whole curriculum. She identifies what children need to learn next and uses children's interests to develop this further. For example, children who are interested in tractors enjoy a visit to the farm. Those who are fascinated by water concentrate intently as they explore water, then sand, before exploring what happens when they mix sand and water together.

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Curriculum and teaching Strong standard

The childminder places a high priority on extending children's communication and language. She listens carefully to what children are saying and repeats and extends this effectively. She adapts her language effectively for those who face barriers to their learning. For example, she uses single words and simple phrases. This supports children to progress rapidly. For example, children who are in the earlier stages of developing their language and communication begin to use single words, such as 'car'.

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Curriculum and teaching Strong standard

The childminder consistently gives children space and time to try and do things for themselves. This is evident when she gives children time to work out how to climb up the steps of the climbing frame. When one foot slips off the step, she allows children to find their own solution and rectify it. Strategies, such as these, help children to develop resilience.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically has high expectations regarding children's behaviour. When children are playing, she consistently reminds children of her expectations and ensures that they follow them. For example, when children attempt to climb up the slide, she reminds them to go around to the steps. She supervises children carefully to ensure they follow these expectations. Children respond well to this support and learn to climb up the steps and down the slide. However, sometimes at mealtimes, the childminder does not consistently reinforce these expectations. Children with barriers to their learning choose to eat their snack elsewhere. Sometimes, other children follow because the childminder does not remind children swiftly enough of her expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive attitudes to their learning. They typically engage well as they explore sand and water. They persevere well as they learn new skills. For example, children beam as they learn to navigate the steps up to the slide and sit on the slide before sliding down.

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Behaviour, attitudes and establishing routines Expected standard

The childminder establishes effective relationships with children. Children delight in passing the ball to her or playing alongside her in the sand. They learn to play alongside others and take turns with toys. The childminder reinforces the importance of regular attendance and checks on children's wellbeing if they do not arrive when expected.

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Children's welfare and wellbeing Expected standard

The childminder has clear policies, practices and routines which are typically implemented well. For example, children wash hands after they come in from outside. They go to the kitchen bench and eagerly await their snack. They know where their shoes are and retrieve these before they go outside. The childminder generally develops children's awareness about how they can support their good health. However, she does not always teach children about how routines, such as handwashing, healthy meals or good sleep routines, support their health. This means children do not always get consistent messages regarding this.

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Children's welfare and wellbeing Expected standard

The childminder places a high priority on children's wellbeing. She places children's happiness at the core of her provision. As a result, children are happy and settled. The childminder communicates effectively with parents to understand how she can help children to settle. For example, she finds out detailed information about children's likes and dislikes before children start to ensure she can provide opportunities to support children's interests. The childminder supports children with English as an additional language effectively. For instance, she finds out about children's home language to enable her to provide more effective support.

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Inclusion Expected standard

The childminder supports children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning effectively. She generally works well with other professionals who may be involved in children's learning. For example, she communicates with parents and school to find out strategies they are using to support children with SEND effectively. She implements the same strategies and activities to ensure children continue to make progress.

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Inclusion Expected standard

The childminder finds out detailed information to support children who face barriers to their learning. She finds out about key words to support children learning English as an additional language. She notices what children are interested in when they first visit so that she can support children when they start. For example, she plans water activities and has music and resources from a favourite movie to help them settle. Children engage quickly and remain highly focused as they play in the water.

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Inclusion Expected standard

The childminder supports children and families who are disadvantaged or known to children's social care. She ensures that they receive any funding they are entitled to. She typically establishes open lines of communication with other professionals. The childminder is aware that she would benefit from further training in this area to enable her to provide consistently high levels of support to children with SEND or those who face barriers to their learning.

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Leadership and governance Expected standard

The childminder has a clear understanding of her strengths and areas for development. She is proud of the relationship she has developed with parents and children. Overall, the childminder is committed to improving her knowledge and skills. When the childminder attends training, she reflects on key messages and evaluates her practice accordingly. For example, she shares how she notices patterns in children's play and plans ways to extend this further. She communicates effectively with other early years professionals to share ideas and good practice. The childminder keeps up to date with research and guidance. For example, she has reflected on the latest government guidance on sleeping and eating and made minor changes. The childminder ensures all mandatory training is up to date. She has identified that she needs to focus her professional development more precisely on her improvement priorities.

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Leadership and governance Expected standard

The childminder works effectively with parents. She gathers detailed information when children first start. She uses a variety of methods to share information about children's learning. This includes informal discussions and termly progress reports. Parents understand where children are in their learning and how they can support them further.

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Leadership and governance Expected standard

The childminder works effectively with other professionals. She ensures children who face barriers to their learning or those known to children's social care get the support they need. She communicates with staff in nearby schools to find out how she can support children further during the school holidays.

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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 enter the childminder's home happily. They attend regularly and look forward to their day. Those who experience barriers to their learning settle quickly and enjoy exploring the resources available to them. They enjoy a broad and balanced curriculum, where they develop a range of skills over time. For example, toddlers use their hands to grasp rice and explore the texture in their fingers. Older children learn how they can use scoops to pick up the rice and explore it further. Children hear adults talking to them throughout the day. They benefit from simple, clear communications, which they quickly attempt to copy. They listen to

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About this setting

Type: Childminder stories and enjoy songs. Children make impressive progress and develop a range of skills to support them in the next stage of their learning.

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About this setting

Children have the confidence to express what they want to do because they know the childminder listens to them and values their interests. For instance, when children ask to go outside, the childminder helps them to find their shoes and put them on. Children typically behave well and show consideration for others. Three-year-old children calmly share a toy that they are using with younger children. This helps them to play alongside each other happily and to learn to treat each other with respect. Children develop positive attitudes to their learning. From a young age, children have the opportunity to try to do things for themselves. This supports their developing independence.

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About this setting

Children demonstrate they feel happy and safe in the childminder's care. Younger children enjoy a cuddle when they are tired or upset. They settle and eventually fall asleep on the sleep mats provided knowing that the childminder is watching them carefully. Children learn how to use tools, such as knives, safely.

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Next steps

The childminder should consistently reinforce her behavioural expectations, particularly at mealtimes to further encourage children's positive behaviour. The childminder should make better use of opportunities to teach children about how they can support their good health.

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About this inspection

The inspector spoke with the childminder and children 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. Registration date: 02/11/2025

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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.

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Urgent improvement

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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