Childminder 314542

Inspection date

Previous inspection date 19 April 2018 28 May 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 provides a stimulating and welcoming environment. The presentation of resources and activities, inside and outside, allows children to make choices about where they play and what they do. Children are motivated, confident and curious learners.  Parents give complimentary feedback about the childminder. They comment that the childminder is very professional and praise the range of activities offered and the progress their children make.  The childminder is an effective role model and promotes children's communication and language development. She supports their growing vocabulary very well as she introduces children to a wide range of new words.  Children's behaviour is very good. The childminder provides plenty of praise and encouragement to help support children's confidence and sense of self-esteem. Children learn to share and they demonstrate excellent manners.  Children develop an understanding of danger and they know how to keep themselves

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This provision is good

safe. For example, they learn road safety while out walking in the local area with the childminder.

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It is not yet outstanding because:

 Although the childminder establishes positive relationships with parents, she does not gather information about children's achievements at home to inform planning of activities and experiences from the outset.

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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

 gather information from parents about what children know and can do when they first start, to inform initial planning.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder and children at appropriate times. She looked at relevant documentation and evidence of the suitability of all adults living in the household.  The inspector had a tour of all areas of the childminder's home that are accessed by children.  The inspector looked at written feedback provided by parents and took account off their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure understanding of her role and responsibility to keep children safe. She has refreshed her knowledge of child protection and has increased her awareness of wider safeguarding issues, such as protecting children from extreme views and behaviour. She regularly assesses risks in the home environment, as well as during outings into the community. The childminder meets with other childminders to share good practice and gather new ideas for her provision. She has a secure understanding of how to monitor children's progress. This helps her to identify and address any gaps in children's learning and development. The childminder evaluates the strength of her provision and makes changes to enhance her service.

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Quality of teaching, learning and assessment is good

The childminder observes and assesses children's skills, identifies the next steps for their learning and plans ways to help them achieve these. She provides children with a wide range of interesting and exciting play opportunities and gets down to children's level and joins in with their play. For example, pretending to have a birthday party, eating toy food and making cups of tea. This helps to extend children's communication skills as she introduces new words to increase their vocabulary. The childminder skilfully supports the development of children's early mathematical skills as she sits alongside them, supporting them to practise their counting. For example, at snack time encouraging children to count how many blueberries they have left to eat.

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Personal development, behaviour and welfare are good

Children settle quickly and demonstrate a strong sense of belonging. The childminder discusses children's likes and dislikes with parents to help promote their general welfare. She uses praise and encouragement well to help build children's confidence and self- esteem. Children are extremely cooperative as they happily help to tidy away toys. The childminder regularly joins with other childminders to enable children to interact and mix with adults and their peers. Children's good health and physical skills are promoted as they enjoy regular outdoor activities. The childminder gently reminds children of their behaviour as they play.

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Outcomes for children are good

Children make good progress and enjoy learning. They show an eagerness to join in with activities and concentrate for long periods, relative to their age. Children develop an interest in early literacy. For example, they enthusiastically join in with favourite stories and are able to identify letters in their own name. Children are confident when meeting new visitors to the childminder's home. They attain the skills and knowledge they need in readiness for their move on to nursery and school.

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Setting details

Unique reference number 314542 Local authority East Riding of Yorkshire Inspection number 1087087 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 1

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Telephone number

The childminder registered in 2000 and lives in Swanland, East Riding of Yorkshire. She operates all year round, Monday to Friday, from 7.30am to 5.30pm 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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