Hackett, Amanda

Inspection date

Previous inspection date 19 June 2018 24 June 2015

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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 well-qualified childminder provides a homely and nurturing environment where children confidently access the resources of their choosing. She uses effective strategies to support children's learning well and help them to make good progress.  Children develop the key skills needed for their next steps in learning, including school. They are confident communicators, listen intently and pay attention. The childminder encourages children to concentrate and follow instructions.  The childminder completes all mandatory training and holds a current paediatric first- aid certificate. This means that she is able to respond effectively in the event of an accident or emergency.  Children develop a sense of belonging in the care of the childminder. They settle quickly when they first attend, build trusting relationships with the childminder and are relaxed in her presence.  The childminder supports children to become independent and self-motivated learners.

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It is not yet outstanding because:

 The childminder has not enhanced her knowledge of how children learn, to raise the overall quality of her teaching practice to the highest level. This means that she does not always make the best use of unplanned learning opportunities.  The childminder occasionally misses opportunities to enhance and extend children's understanding of number sequencing and the concept of quantity.

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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

 enhance current understanding of how children learn and develop, to help make best use of unplanned learning opportunities and raise the standards of teaching practice to the highest possible level  provide more opportunities to support and extend children's understanding of counting in sequence and the concept of quantity.

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Inspection activities

 The inspector discussed self-evaluation and plans for continual improvement with the childminder.  The inspector took account of the views and opinions expressed by parents and carers in written testimonials and through discussion. She interacted with children at appropriate times throughout the inspection.  The inspector observed a planned activity led by the childminder. They discussed together the impact of the childminder's teaching on children's learning.  The inspector checked evidence of the suitability of all adults living and working on the premises and looked at a sample of the childminder's documentation. She looked at training certificates, policies and procedures, and records relating to children's learning.  The inspector checked all areas used for childminding purposes both indoors and outside.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the procedure she must follow if she has concerns for a child's welfare. She uses an effective system to help her identify and minimise potential hazards to children's safety. The childminder recognises the benefits for children of consistency in teaching and care practices. She exchanges relevant information with other early years providers and parents. Parents comment they are happy with the service the childminder provides. They are grateful for the contribution she makes to their children's education. The childminder monitors children's progress closely. She uses information form observations, assessments and monitoring to identify and address any gaps in children's learning. The childminder reflects on what she does and considers parents' views when making plans to enhance her service continually.

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Quality of teaching, learning and assessment is good

The childminder provides daily opportunities for children to practise and refine their developing physical skills. Toddlers run as they chase balls in the childminder's garden. They clamber enthusiastically into sit-and-ride cars and have fun as they use spades in the outdoor sand pit. The childminder promotes children's growing awareness of literacy. She reads stories to them and they excitedly join in with the learning experience. Toddlers engage in a two-way exchange of delightful babbling with the childminder, clearly enjoying the engaging interaction. The childminder supports children's early writing skills. They have great fun as they make marks on paper with glue during a craft activity. The childminder is animated, and uses skilful questioning to encourage children to think for themselves. Children are appropriately challenged and motivated to learn.

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Personal development, behaviour and welfare are good

The childminder supports children's emotional well-being. She is sensitive to their feelings and emotions. Children have designated pegs to hang their belongings. They bring soft toys and comforters from home and the childminder joins in as they use them during imaginative play. The childminder swiftly attends to children's personal care needs, such as nappy changes. She provides nutritious fruit for snacks and fresh water is freely available for children to drink. The childminder is an effective role model. All children behave well as a result of her warm and positive interaction towards them.

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Outcomes for children are good

All children make good progress. They develop the skills they need for their eventual move on to school. For example, they learn to recognise their own written name, develop social skills and learn to take turns and share. Children are keen to assert their independence. They make their own decisions and communicate their thoughts and feelings. Children busily explore and clearly feel at home in the welcoming environment.

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Setting details

Unique reference number EY288386 Local authority Kingston upon Hull Inspection number 1092014 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 3 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 24 June 2015

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Telephone number

The childminder registered in 2004 and lives in Hull. She works Monday to Friday from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification 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

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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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