Hackett, Amanda

Inspection date

Previous inspection date 24 June 2015 19 January 2010

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This inspection: Good 2

Previous inspection: Good 2 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 establishes and maintains strong partnerships with parents. This promotes good sharing of information, which ensures children's individual care and learning needs are known and met.  The childminder's warm, caring and patient approach means children respond well to her. They settle quickly and feel safe and emotionally secure in her care.  The childminder provides a wide range of activities for children, including opportunities for babies to explore natural and household items using their senses. This helps babies to develop their sense of curiosity.  Children develop good communication and language skills and are confident in expressing their needs and ideas.  The childminder encourages all children to be kind and caring towards one another. As a result, older children understand the needs of babies. They confidently direct their own play when babies' care needs demand more of the childminder's time.

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It is not yet outstanding because:

 The childminder has fewer resources that can be used to extend and challenge some aspects of children's early mathematical development.  The childminder has not fully established the most effective ways to share information about children's learning with teachers at the local school nursery that some children attend.

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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

 enhance the range of resources, such as jigsaws, so children are fully supported in learning about shape, space and problem solving, to support their mathematical development even further  enhance the links with the local school nursery, to provide better consistency in children's learning, for example, by gaining information about current topics from teachers and discussing children's progress with them on a more regular basis.

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Inspection activities

 The inspector toured the premises, and observed the childminder and children in the downstairs rooms of the house and the garden.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector looked at a selection of children's records and policies, and checked evidence of the childminder's suitability and all people living on the premises.  The inspector made observations, and discussed the outcome, of a planned activity with the childminder.

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who attend. This is good

The childminder is confident in her teaching. She is enthusiastic and a good role model for children's learning. She reads stories with expression, which captures children's interest. Consequently, they develop good listening skills in readiness for their future learning at school. The childminder asks questions and gives children time to think and explain their ideas. As a result, children confidently talk about the colour of the dough they are using, and what this feels like. The childminder encourages children to count how many items they have made from the dough, using both English and French. This supports children's mathematical development and their early understanding of other languages. Children are keen to use jigsaws. However, the range is limited and aimed at younger children. Consequently, more-able children find these very easy. This means they are not always challenged to develop their skills even further. Parents receive information about their

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who attend. This is good

child's day on collection. They have regular discussions with the childminder to share knowledge about their child's progress and the next steps in their learning. This enables parents to extend children's learning at home and contributes to the good progress they make.

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good

The childminder provides a welcoming environment. She is attentive to children's needs and follows their care routines from home, so they feel safe and emotionally secure. She acknowledges their efforts and achievements with praise. Consequently, children want to please and behave well. They readily help to tidy away toys after use to keep their environment tidy. The childminder plans frequent visits to the library and a soft-play provision. This helps children to learn about their own community and develop good social skills, which further prepares them for nursery or school. Children have access to a variety of equipment in the childminder's garden, to help them develop their physical skills. They are taught how to wash their hands thoroughly and encouraged to eat up the food they bring from home. As a result, children are kept healthy.

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provision is good

The childminder meets all the requirements of the Early Years Foundation Stage. She has a good understanding of how to safeguard children and is able to recognise the possible signs that a child may be at risk. She knows when to refer any concerns about a child's welfare to the relevant authorities. The childminder minimises any risks in her home and on outings, and supervises children well. Consequently, children are well protected from harm. The childminder continually reflects on her practice and children's developmental progress. She is well qualified and improves her practice through further training, to achieve the best possible outcomes for children. However, links with teachers at the school nursery that some minded children also attend, are not yet fully developed. This means information about children's learning and development is not always shared effectively, to help maintain robust continuity of experiences for children between settings.

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Setting details

Unique reference number EY288386 Local authority Kingston upon Hull Inspection number 861309 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection 19 January 2010

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Telephone number

The childminder was registered in 2004 and lives in Hull. She operates Monday to Friday all year round from 7am to 6.30pm, except for bank holidays and family holidays. She has an appropriate early years 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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