Childminder EY461332

Inspection date

Previous inspection date 20 June 2016 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children make good progress in their learning and development. The childminder's quality of teaching is good. She motivates children to try activities and be fully involved. They are keen to learn and fascinated by a wide range of experiences.  High regard is given to supporting children's language skills and awareness of mathematical concepts. The childminder is skilful in explaining and questioning children to promote their thinking. This helps children to describe problems they encounter and find ways to solve them. Children are inquisitive and active learners.  Children build secure attachments with the childminder. Parents contribute to initial assessments of children's starting points on entry. This helps the childminder to get to know the children and offer activities that interest them from the start.  Children behave well, use good manners and cooperate as they play. Children learn to

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This provision is good

be independent in their self-care skills, such as toileting and handwashing. The childminder is a good role model. Children develop secure trusting relationships.  The childminder acts on advice and attends training to enhance her knowledge. Her plans for improvement are well targeted to strengthen her practice. The childminder is committed to continuous improvement of her provision.

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It is not yet outstanding because:

 Occasionally, the childminder misses opportunities to plan challenging activities linked to children's individual next steps in learning.  The childminder does not make the most of opportunities for parents to share what they know about their children's ongoing learning at home.

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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

 strengthen opportunities for challenging activities that are precisely linked to children's individual next steps in learning  enhance strategies to help parents share what they know their children can do at home on an ongoing basis.

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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 playroom, kitchen, downstairs toilet and 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 looked at the childminder's action plans and a selection of risk assessments and policy documents, including the safeguarding policy and procedures.  The inspector completed a joint observation with the childminder. She also looked at the childminder's planning documentation, children's learning and development files and children's assessment records.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good range of policies and procedures in place which she uses well to help keep children safe. She is aware of the signs and symptoms of abuse and the procedure to follow should she have any concerns about the welfare of a child in her care. The childminder undertakes regular risk assessments of her home and on outings. She manages her service effectively. The childminder encourages and values feedback from parents. Partnerships with local schools and a range of other professionals have been established. These help to support children's individual care and learning needs so that she can provide the appropriate assistance if needed.

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Quality of teaching, learning and assessment is good

Children are confident learners. They explore the well-resourced learning environment, both indoors and outdoors and make their own play choices. The childminder is always nearby, providing reassurance and encouragement to help children settle and become engaged in play. She gives explanations to stimulate children's interest and asks thought- provoking questions to extend their learning further. Children are keen to explore number, shapes and colours within activities. The childminder talks with children as they play, showing interest and enthusiasm for what they choose to do. This inspires children's curiosity. For example, as they investigate colour mixing, they concentrate and become excited with their discoveries. The childminder monitors children's progress from the start of their placement. Detailed information is gathered from parents to help build a clear picture of children's individual starting points. Partnerships with parents are positive and

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Personal development, behaviour and welfare are good

The childminder promotes children's independence well during daily routines and activities. Children settle well and help prepare their own snacks and lunch. They discuss healthy options and hygiene procedures. The childminder discusses the importance of handling a knife correctly. This helps children to understand and manage risk safely. She offers lots of praise and encouragement, raising children's confidence and self-esteem. The childminder prioritises safety and provides good levels of supervision at all times. Healthy lifestyles are promoted well. Children understand how to manage their own personal needs. This is complemented by the well-resourced outdoor environment where children get daily exercise and fresh air. Children enjoy being active in the garden.

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Outcomes for children are good

Children make good progress. They engage in a broad range of stimulating activities that supports their learning. Children build secure attachments and bonds which promote their well-being and independence. They develop good mathematical skills. Children competently recognise shapes, numbers and count. They develop a keen interest in books and become increasingly aware of letter sounds. Children explore places in the local community, such as the library where they listen to their favourite stories with the childminder. This helps support their language and communication skills. Children are prepared well for the next stage in their learning, including the move to school.

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Setting details

Unique reference number EY461332 Local authority East Riding of Yorkshire Inspection number 954870 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2013. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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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 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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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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