Metcalf, Samantha Jane

Inspection date

Previous inspection date 19 October 2017 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

 The childminder has established strong partnerships. Information about learning is regularly exchanged with parents and other settings that children attend. This helps to support children's good progress.  The childminder is committed to her ongoing professional development. She has completed recent training and recognises the impact that this has had on her practice.  The childminder supports children's emotional well-being very well. She uses strategies to talk with children about what is happening now and next. This helps children to understand and join in with routines throughout the day.  The childminder has carefully considered her strengths and areas that she wants to develop further. Parents contribute to this through daily discussions and more formal written feedback.  Children enjoy daily opportunities to be physically active. They use a range of resources, such as a parachute and a water wall outside. They also develop their

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This provision is good

physical skills as they use a range of objects and tools.

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It is not yet outstanding because:

 Sometimes the childminder jumps in too quickly during children's play and misses the chance to find out even more about what they are thinking.  The childminder does not fully consider the many different ways that she can help children to develop their skills and understanding of shape, space and measure.

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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

 improve knowledge and understanding of when to intervene in children's play and fully support their own ideas  enhance teaching that supports children's skills in shape, space and measure.

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Inspection activities

 The inspector observed the quality of teaching indoors and outdoors and assessed the impact this has on children's learning.  The inspector spoke to the children and childminder at appropriate times throughout the inspection.  The inspector jointly evaluated an activity with the childminder.  The inspector looked at a range of documents including the childminder's self- evaluation form and checked evidence of the suitability of adults living on the premises.  The inspector took account of the views of parents spoken to on the day and provided through written feedback.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder uses provider meetings to keep up to date with local arrangements for child protection. She has completed training and has good knowledge and understanding of current issues and potential threats to children's welfare. She makes good use of opportunities to share children's progress with parents and other professionals. For example, the childminder talks with parents about the steps that she has taken to manage young children's feelings and behaviour. Parents then adopt the same strategies at home, providing consistent boundaries for children. The process of self- evaluation helps the childminder to fully reflect and set ambitious goals for her professional development. She strives to be the best that she can be and to learn even more about how best to teach children.

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Quality of teaching, learning and assessment is good

The childminder uses what she knows about children's progress to plan activities and an environment to support the next stage in their learning. For example, children explore a range of materials and textures in the festival tray. This helps younger children to develop their concentration as they pick up objects using their finger and thumb. Older children draw pictures and explain that it is their family. The childminder encourages children to recognise their name on the name board. She writes other people's names and talks to children about what she is doing. The childminder talks to children as they play. She tells them what is happening and uses opportunities to develop their vocabulary. For example, she introduces words, such as mango as children try new fruits at snack time. She talks to children about their families and people who are special to them.

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Personal development, behaviour and welfare are good

The childminder identifies risks in her home and during activities. For example, she identifies and follows safe practices when using knives. She avoids using small parts when younger children are present. She teaches children to wash their hands talking to them about making lots of bubbles and cleaning in between their fingers. Children learn to use the toilet when the time is right, following on from what parents are trying at home. All these measures ensure children's health and well-being is fully promoted.

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Outcomes for children are good

Children make good progress and develop skills they need for future learning and school. They concentrate well, listen to simple instructions and follow routines and boundaries. Older children are learning to separate sounds. For example, they can hear the first and final sounds in words, such as zip. They are patient as they wait their turn during handwashing. Children show that they feel safe, secure and relaxed in the childminder's care. They make their own choices and carry out simple tasks for themselves, developing their independence.

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Setting details

Unique reference number EY488634 Local authority East Riding of Yorkshire Inspection number 1014745 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder registered in 2015. She operates all year round from 7am to 7pm, Monday to Friday, except for family holidays.

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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

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Telephone number

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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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