Cullingworth, Tracy Ann

Inspection date 6 March 2019 Previous inspection date 24 May 2016

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This inspection: Good 2

Previous inspection: Good 2 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

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This provision is good

n The childminder accesses professional development opportunities to improve her knowledge and skills. She links with the local authority to review her practice and identify strengths and weaknesses. The childminder shares good practice with other childminders. She provides a wide range of learning experiences that raise outcomes for children. n The childminder completes accurate assessments of children's progress and shares these with parents. She finds out what children are learning at home. The childminder identifies gaps in children's learning and uses the information to plan successfully for their future learning. Parents are positive about the care and learning she provides. n Children enjoy imaginative play. The childminder encourages them to think about who will drive the toy train and who might be the passengers. She supports children well to make links to their first-hand experiences. For example, children talk about travelling

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This provision is good

by bus and train, and eating ice-creams when they arrive at their destination. n The childminder plans challenging and enjoyable experience that target children's individual learning needs. She supports and guides their play through high-quality, positive interactions. Children are confident and keen to share their learning experiences. For example, they explain how they travel in a pink car seat in the childminder's car and they go shopping to buy bread, eggs and cheese. n The childminder does not actively seek the views of parents and children and involve them in ongoing evaluation of the setting to help her identify areas for improvement and change. n The childminder does not share information with other settings children attend consistently in order to promote a shared approach and support continuity in their 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

n seek the views of parents and children and involve them in the ongoing evaluation of the setting to help identify areas for improvement and change n continue to develop partnerships with other settings children attend in order to ensure that information is shared, so that children fully benefit from a shared approach to supporting their progress.

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What the setting needs to do to improve further

Inspection activities n This inspection was carried out following the risk assessment process. n The inspector had a tour of the premises. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning and development. n The inspector reviewed policies and procedures, certificates of qualifications and training, and documents relating to the suitability of adults living in the household. n The inspector spoke to children throughout the inspection and held a number of discussions with the childminder. n The inspector spoke to parents and took account of their views through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has taken positive action to address weaknesses identified in her practice. She completes risk assessments and daily checks to ensure her premises are clean and that hazards to children are minimised. The childminder has pet dogs. She manages these well, ensuring children are not left unsupervised with them. Their food and water is kept out of children's reach. The childminder has a secure understanding of the signs and symptoms that indicate a child might be at risk from harm or abuse. She knows the correct procedures to follow if she has a concern about a child's safety and welfare, or if an allegation is made about a person living on the premises. The childminder demonstrates a suitable commitment to her own professional development to keep her skills and knowledge up to date. As a result, the quality of learning experiences for children is good.

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Quality of teaching, learning and assessment is good

The childminder obtains starting points from parents when children enter her care. She continues to work in partnership with parents to share information about children's learning and development. The childminder's observations and assessments of children's progress are accurate. She knows what stage they are at in their development and what they need to learn next. The childminder plans effectively to target children's learning needs. Activities are interesting and offer age-appropriate challenge to help children to progress on to the next stage in their learning. The childminder participates in children's play and children benefit from positive interactions. She asks questions and gives prompts that encourage children to think and question. For example, she encourages children to predict what might happen in their story. The childminder teaches children to solve problems. They work out how to build their train track and to fit pieces correctly

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Personal development, behaviour and welfare are good

The childminder manages children's behaviour well. She supports them to think about their behaviour and how it might make others feel. She teaches them good manners and encourages them to help with everyday routines, such as tidying their toys away. The childminder provides opportunities for children to play outdoors in the fresh air. She helps children to begin to keep themselves safe. For example, she teaches them how to use large play equipment in the local park safely. The childminder supports children's understanding of why good personal care routines are important.

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Outcomes for children are good

Children make good progress from their starting points. They demonstrate strong communication and language skills. Gaps in children's learning and development close quickly. This means children develop a wide range of skills, ready for their future learning in school. Children begin to develop early mathematical and literacy skills. They use positional language and begin to identify shapes and numbers. Children begin to recognise familiar words and practise early writing skills.

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Setting details

Unique reference number EY355507 Local authority East Riding of Yorkshire Inspection number 10094851 Type of provision Childminder

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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 6 Date of previous inspection 24 May 2016

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Registers

The childminder registered in 2007 and lives in Driffield. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays.

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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.

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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.

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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 .

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Registers

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Registers

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Registers

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

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