Childminder in East Riding of Yorkshire

Inspection date 29 November 2018 Previous inspection date Not applicable

p.1

This inspection: Good 2

Previous inspection: Not applicable Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

p.1

This provision is good

n Children are happy and settled in the warm and homely environment that the childminder provides. They have a strong bond with the childminder and confidently request toys and cuddles as they play. n The childminder provides a spacious and well-resourced environment that supports children's learning. Children take part in a wide range of activities, in and away from the childminder's home. n The childminder observes children to assess what they already know and can do. She plans activities based on children's interests to support their next steps in learning. This helps them to make good progress from their starting points. n The childminder knows how to encourage children of different ages to play happily alongside each other. She demonstrates how to be kind and children follow her example. When required, she intervenes quickly to support children to resolve their disagreements fairly. n The childminder does not gather sufficient information from parents about what their

p.1

This provision is good

children know and can do to plan precisely for children's learning. n The childminder does not work consistently well with other settings that children attend to share information to support continuity of learning and development.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

n gather more detailed information from parents about children's skills, abilities and achievements from home, to better identify what children need to learn next n strengthen partnerships with other settings that children attend to share information to extend children's learning and development even further.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed children at play and discussed their development with the childminder. n The inspector completed a joint evaluation of a planned activity with the childminder. n The inspector spoke to children at appropriate times during the inspection. n The inspector discussed the childminder's safeguarding procedures and viewed documentation, such as policies and risk assessments. n The inspector looked at children's observation and assessment records.

p.2

Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows how to keep children safe and the procedures to follow if she has any concerns about their welfare. She checks the environment and takes swift action to remove any hazards. She completes risk assessments for activities and outings, such as visits to the local park. The childminder observes and assesses the children to check the progress that they make. She makes good use of support from other experienced childminders to evaluate and improve her practice.

p.3

Quality of teaching, learning and assessment is good

The childminder has a kind and caring approach. She encourages children to make their own choices and recognises their individual learning styles. For example, she provides boxes and baskets for a children who enjoy climbing into containers to extend their understanding of shape and space. The childminder supports children to make links in their learning. For example, children listen to a story about a snowman before creating their own snowman picture using shaving foam, buttons and paper shapes. The childminder encourages children to be persistent. For example, when children struggle to complete a jigsaw, the childminder reminds them to look at the picture underneath and try a different way. The childminder plans exciting activities that inspire all children to participate. She consistently comments on numbers, colours and shapes as the children play. This helps to extend their learning even further.

p.3

Personal development, behaviour and welfare are good

The childminder knows each child extremely well and recognises if they are becoming tired or hungry. Children learn to lead healthy lifestyles. They have daily opportunities to play and learn outdoors and the childminder provides healthy and nutritious snacks, including a variety of fruit. The childminder supports children to develop good communication skills. For example, when talking to younger children, she pauses to encourage the child to say the last word of a phrase. Children behave well. The childminder teaches them how to take turns, and share toys and play space. For example, older children make room for younger children to sit beside them as they play on a keyboard. Children develop an understanding of their local community. They have regular trips to different playgroups where they have opportunities to socialise with other children in a larger group.

p.3

Outcomes for children are good

Children are confident and curious learners. They readily ask the childminder questions to expand their knowledge about the world. Children attentively listen to the childminder as she reads stories. All children make good progress in their physical development. They are acquiring skills for future learning, including the eventual move into school.

p.3

Setting details

Unique reference number EY501172 Local authority East Riding of Yorkshire Inspection number 10076662 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 7 Total number of places 6 Number of children on roll 12 Date of previous inspection Not applicable

p.4

Registers

The childminder registered in 2016 and lives in Beverley. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

p.4

Registers

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.

p.4

Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

p.4

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Registers

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

p.5

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.5