Childminder EY458232

Inspection date

Previous inspection date 6 February 2018 12 September 2013

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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 and her assistants understand that children learn through play. Children gain the confidence to explore their environment and make independent choices. The childminder provides children with age-appropriate activities.  Children demonstrate a keen interest in books. They listen attentively to familiar stories and are keen to revisit them. They confidently point to pictures, name characters of interest and anticipate key events of the story. This helps to promote children's literacy skills.  Children are happy in this welcoming and homely environment. They have strong bonds with the childminder and her assistants and clearly feel safe and secure. Children settle quickly and well.  The qualified childminder is committed to her role and works hard to provide good- quality childcare. She is reflective, evaluates her provision well, gaining the views of parents and those of her assistant's. She identifies where improvements can be made,

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This provision is good

for example, attending training to support children with early identified needs.

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It is not yet outstanding because:

 Occasionally, mathematical concepts are not incorporated into activities to challenge children of different abilities, to improve their number skills and to help them describe shapes, spaces and measure.  Sometimes, the childminder and her assistant's miss opportunities to promote the correct pronunciation of words for children, to develop their speech and to make sure any gaps in speech and language development closes swiftly.

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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

 place more emphasis to developing children's early mathematical concepts so that their progress in this area of learning is accelerated  enhance the teaching methods used to build on children's communication and language skills, to help the children develop their speech, say words correctly and build up their vocabulary further.

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Inspection activities

 The inspector observed the childminder and her assistant's interactions with the children. She spoke to the childminder, the assistants and the children throughout the inspection.  The inspector had a tour of the childminder's home. She also discussed the childminder's self-evaluation and took account of the views of parents spoken with on the day of inspection and through their written feedback.  The inspector checked evidence of the childminder and her assistant's qualifications and training certificates. She also viewed evidence of the childminder's suitability and the suitability of all people living and working on the premises.  The inspector looked at 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

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder and her assistant's all have a secure knowledge of safeguarding procedures. They know who to contact should they have concerns about a child's welfare. A range of policies and procedures is implemented and the childminder assesses risks inside and outside the home. The childminder implements a thorough recruitment procedure, including checking her assistants' suitability to work with children. She supervises her assistants well and steers their practice to ensure children feel secure in the setting. She also supports them to gain relevant qualifications, such as a food hygiene certificate. The childminder is aware of the benefits of working with other external professionals, to help provide continuity for children's care and learning.

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Quality of teaching, learning and assessment is good

Parents contribute towards initial assessments of children's learning. The childminder and her assistants complete regular observations of children as they play. This means they identify children's developmental stage and monitor their progress well. A range of interesting activities is planned to support children's interests. For example, they explore and investigate cold dough. Children use tools effectively and show good coordination. This helps to promote their physical skills and strengthens small muscles in their hands. Children are confident during their play and interact with the childminder and her assistants well. They draw on their own experiences as they engage in small-world activities and role play. This contributes to developing children's imaginative play.

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Personal development, behaviour and welfare are good

Children settle quickly to play when they arrive. The childminder has strong partnerships with parents and she values information they share from home. Parents are happy with the way their children's needs are met by the childminder and her assistants. Children clearly show that they have a sense of well-being and belonging. They ask for help and are encouraged to use their voices. The childminder and her assistants follow a clear and consistent approach so children know what is expected of them, overall, children respond to this positively. For example, staff remind children about sharing and taking turns. This helps them to understand what acceptable behaviour is. Children's awareness of a healthy lifestyle is promoted. Healthy homemade meals and snacks help children to gain an understanding of healthy eating. They play outside in the fresh air and know to wash their hands before eating.

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Outcomes for children are good

Children's development is at levels that are typical for their age. Children with English as an additional language make good progress from their starting points. Children maintain concentration for good lengths of time during activities that interest them. They show curiosity and display a positive attitude to trying new experiences. Children welcome visitors and interact positively with them, becoming confident in new social situations. They show a desire to explore freely and independently. Children are developing some of the key skills in preparation for their future learning, including their move on to school.

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Setting details

Unique reference number EY458232 Local authority Kingston upon Hull Inspection number 1066631 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 7 Total number of places 18 Number of children on roll 11

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Name of registered person

Date of previous inspection 12 September 2013

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Telephone number

The childminder registered in 2013. She operates all year round from 7.30am to 7.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children. The childminder works alongside four assistants, no more than two at one time on a daily basis, two assistants hold appropriate qualifications 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 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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