Maddison, Jane Catherine

Inspection date 18 March 2019 Previous inspection date 6 August 2014

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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 is a positive role model. Children respond well to her calm and consistent approach. This helps children to learn to share and take turns, to behave well and respond positively to set boundaries. n Children are active and develop good physical skills. They thoroughly enjoy playing in the garden. The childminder demonstrates ball and racquet skills well. This contributes to children's achievable successes in their physical development. n The childminder adapts her teaching practice well to the different abilities and ages of the children in her care. For example, she encourages young children to use tools to fill pots with compost and praises older children for demonstrating their own ideas. n Partnership with parents and other settings is good. The childminder exchanges information and continues to find ways to gather ongoing information about children's development. This helps to ensure continuity of care and learning for children.

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This provision is good

n The qualified and experienced childminder continues to develop her knowledge. She accesses training to support children's language development. This enables her to refresh and adapt her teaching strategies to promote their communication skills. n The childminder does not consistently help children to develop a deeper understanding of health and safety practices within her home environment. n On occasions, the childminder misses opportunities to challenge older children's mathematical skills and concepts and extend their mathematical language further.

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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 support children to develop a deeper understanding of safety practices that help them to consider and manage some risks n make full use of opportunities to challenge and extend older children's mathematical skills, concepts and language to the highest possible level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interaction with the children and spoke to the childminder and children throughout the inspection. n The inspector had a tour of the areas used for childminding. She discussed the childminder's self-evaluation. She also took account of the views of parents and children through their written feedback. n The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of the childminder's suitability and the suitability of all people living on the premises. n The inspector looked at a selection of risk assessments and policy documents, including the safeguarding policy and procedures. n The inspector completed a joint observation with the childminder. She also looked at the childminder's planning documentation, children's learning and development files and children's assessment records.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder has a good understanding of her role in protecting children from harm and keeps her knowledge up to date. She is clear about the reporting procedures if she has any concerns about children in her care. The childminder carefully monitors children's progress so that she can address any gaps in their learning. She is very well organised. The childminder implements a wide range of policies and procedures, which she updates regularly to reflect new requirements. She ensures her home is safe and secure and supervises children closely. The childminder regularly evaluates her practice and seeks the views of parents and children in reviewing her provision. This feedback is very positive and highly praises the childminder. She understands the importance of having effective working relationships with other settings that children also attend.

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Quality of teaching, learning and assessment is good

The childminder follows children's interests effectively. Children who enjoy being outdoors delight in filling and emptying containers in the sand. The childminder skilfully points out shapes and marks to stimulate children's interest further. Older children name colours and some shapes on equipment around them. Younger children relish hiding and manoeuvring their sit-on toys about the garden. Children are excited to run underneath a parachute the childminder arranges as a den. This helps to promote their physical coordination and social skills. The childminder supports language development well through, for example simple questioning and responding to children with clear, well- pronounced words and phrases. This helps support children's speaking skills.

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Personal development, behaviour and welfare are good

The childminder gathers information about children's interests from parents when they start with her. This helps her to plan experiences for children when they enter her setting and helps them to settle quickly. The childminder talks to the children about the importance of eating a well-balanced diet and encourages them to try different fruits and vegetables. For example, they plant and water seeds. She discusses choices and the growth of seeds. This helps children develop an understanding of the world in which they live. Children follow good healthcare routines with the childminder. They show increasing independence in meeting their personal needs.

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Outcomes for children are good

Children, including those that enter with development levels that are lower than expected for their age, make good progress from their individual starting points. Children experience a wide range of opportunities to develop their social skills. They develop positive relationships with others. Children learn new skills that prepare them well for their eventual move on to school. For example, older children learn to recognise numerals and put their own shoes on.

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Setting details

Unique reference number EY300777 Local authority East Riding of Yorkshire Inspection number 10069314 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 - 10 Total number of places 6 Number of children on roll 11 Date of previous inspection 6 August 2014

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Registers

The childminder registered in 2005. She operates all year round from 7.30am to 6pm, Monday to Thursday, 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.

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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

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Registers

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Registers

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Registers

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