Hinchsliff, Nicola

Inspection date

Previous inspection date 11 January 2018 4 February 2014

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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 embedded effective self-evaluation procedures within her setting. She routinely gathers the views of others that help her identify further gaps in practice. The childminder completes regular training and keeps up to date with changes in guidance. This helps to promote good outcomes for children.  The childminder completes regular observations and assessments. This helps her to identify what children need to learn next. The childminder provides opportunities that help to promote children's interests. She plans trips to a local dinosaur museum where children can learn facts about dinosaurs, including what they ate and how they lived.  Children participate in regular music and movement sessions. The childminder takes children to local football classes where they learn to stop and start when moving with the ball. This helps to promote children's physical skills.  Children are confident learners and engage well in their play. They listen and respond

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This provision is good

to instructions given. Children participate in small tasks appropriate to their age and stage of development. This helps to promote their self-esteem.

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It is not yet outstanding because:

 The childminder does not fully provide further challenge during activities that help to develop children's thinking skills.  The childminder has not established highly effective relationships with other early years providers where children attend to help complement children's learning.

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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

 provide even more challenge during activities that help to develop children's thinking skills  refine relationships with other early years providers where children attend and share regular information that helps to complement children's learning.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder supervises children well. She provides gentle reminders to children regarding the rules of the setting. The childminder demonstrates a good understanding of local safeguarding procedures. She knows how to respond to a concern regarding the welfare of a child. The childminder talks to children about ways to cross the road safely. This helps to develop children's awareness of how to keep themselves safe. Parents are complimentary about the level of care their children receive. They state, 'I know my child is safe, being educated, cared for and having a great time when with her'. The childminder regularly reviews children's learning and shares updates with parents regarding their child's progress. Furthermore, she invites parents to contribute to their children's learning. This helps to identify any emerging gaps and provides a consistent approach to children's individual needs.

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Quality of teaching, learning and assessment is good

Children have a good range of activities to make choices in their learning. They use a range of instruments and make different sounds during song time. Children use building blocks and build various structures. This helps to develop their hand-to-eye coordination. The childminder talks to children as they play. She plays alongside children and provides a running commentary. This helps to promote children's communication skills.

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Personal development, behaviour and welfare are good

The childminder works with parents to provide healthy choices during mealtimes. She promotes good hygiene practices and reminds children of the importance of washing their hands before mealtimes and after using the bathroom. Children develop good self-care skills and learn to do things for themselves. The childminder takes children on regular outings where they can explore their environment. She takes them on trips to the local farm where they feed the animals. This helps to promote children's understanding of how to care for others and of the world. Children behave well. They demonstrate good social skills and form good friendships with one another.

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Outcomes for children are good

Children make good progress from what they know and can already do when they first start at the setting. They develop good mathematical skills. For instance, children learn to count during pretend play activities, including adding candles to a pretend birthday cake. Children imitate real life experiences and develop imaginative skills during role-play activities. They use small-world animals and recreate the sounds of the various animals. Children are equipped with the key skills needed for the eventual move to school.

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Setting details

Unique reference number EY315769 Local authority Kingston upon Hull Inspection number 1102033 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 4 February 2014

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Telephone number

The childminder registered in 2005 and lives in Hull, North Humberside. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and 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

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

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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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