Childminder in East Riding of Yorkshire

Inspection date

Previous inspection date 23 February 2015 7 October 2009

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This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The childminder effectively plans for children's individual needs through assessing the stage of development they are at. She provides a wide range of activities and experiences for children, which support them to make good progress in their learning.  Children's independence is promoted very well. As a result, children are highly confident and are acquiring the self-help skills needed for their next stage in learning, such as pre-school or school.  The play areas, both inside and outside, are well organised, clean and secure. As a result, children can explore their surroundings freely and in safety.  Children are happy and settled in this homely environment. They have good attachments to the childminder, who is caring and attentive to their needs. This helps children to develop a strong sense of belonging and this has a positive impact on their emotional well-being.  The childminder develops effective working partnerships with parents, supporting

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This provision is good

children's continuity of care and learning.  The childminder has a good awareness of child protection procedures and recognises the possible signs that children may be at risk from abuse. She understands her role and responsibility to ensure children are supervised and safeguarded at all times. As a result, children are kept safe in her care.

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It is not yet outstanding because:

 The childminder does not consistently maximise opportunities for children to develop their early mathematical understanding, such as counting within everyday play and activities.  Partnerships with other settings that children also attend have not been fully developed to ensure their progress and continuity in their learning and development are consistently supported.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make the most of learning opportunities to promote children's mathematical understanding, such as counting within everyday play and activities, in order to give children a reason to count  improve the information shared about children's learning with other settings that they also attend, in order to support the continuity of their learning and development.

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Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to the childminder throughout the inspection.  The inspector had a tour of the areas used for childminding, including the lounge, conservatory, kitchen, dining room, downstairs toilet and she viewed the rear garden.  The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of the childminder's suitability and the suitability of all people living on the premises.  The inspector completed a joint observation with the childminder. She also looked at the childminder's planning documentation and the children's learning and development files.  The inspector looked at a selection of risk assessments and policy documents, including the safeguarding policy and procedures.  The inspector took account of the views of parents through their written feedback.

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who attend. This is good

The childminder offers a broad range of activities and experiences, promoting children's learning and development across the seven areas of learning. She understands how children learn and helps them to make good progress from their starting points. The childminder interacts well with children during play activities to extend and develop children's learning. For example, she names colours, models language and encourages young children to repeat words after her. Children enjoy completing jigsaw puzzles and reading books with the childminder. Overall, they are well prepared for school. However, the childminder occasionally misses opportunities to enhance children's counting within everyday activities. For example, she does not always extend the use of number when children begin to use number names spontaneously. Partnerships with parents are positive and information is shared about children's care. They regularly see children's progress

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who attend. This is good

records and are invited to contribute to their assessments. The childminder has some useful contact with other settings children also attend, but does not share detailed information about their progress and activities to support continuity in their learning and to enable her to fully measure and monitor their progress over time.

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good

The childminder understands the children's care needs and interests, offering a home- from-home experience that parents highly appreciate. The settling-in process is flexible, meeting the needs of children and families. This means that children form strong attachments and feel secure in her care. The childminder provides good opportunities for the children to develop their independence with self-care. Care and hygienic routines are consistent, enabling children to learn about healthy lifestyles. The childminder helps children learn about keeping themselves safe. For example, she reminds and shows them how to hold and use scissors safely. Children have opportunities to engage in physical play, both in the garden and on outings. The childminder is an effective role model, promoting good manners consistently as she plays with the children. This means behaviour is managed well and children to learn about acceptable boundaries. As a result,

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good

children develop confidence and social skills ready for their next stage in learning.

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provision is good

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She tracks children's progress and plans for their next steps in learning appropriately to their needs. The childminder reflects on her practice, using parents comments and feedback to enhance her provision. She attends relevant training, in order to support her service. The childminder has links with other childminders and understands the importance of working in partnership with other professionals, should the need arise. The childminder has effective policies and procedures in place and shares these with parents. This ensures they understand the procedures in place to provide children with a safe and secure environment.

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Setting details

Unique reference number EY314414 Local authority East Riding of Yorkshire Inspection number 981507 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 7 October 2009

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Telephone number

The childminder was registered in 2005 and lives in North Humberside. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She holds an appropriate childcare qualification at level 3.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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