Childminder in East Riding of Yorkshire

Inspection date 9 April 2019 Previous inspection date 9 October 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 knows the children in her care well. She provides a wide range of activities to support their next steps in learning, linked to their individual interests and abilities. n Children's communication and language skills are promoted well. The childminder introduces new words for children to copy, for example helping to extend their understanding and vocabulary. n Children's behaviour is good. The childminder is a positive role model and regularly praises children. She is calm, kind and teaches children good manners and how to share and take turns. This raises children's self-esteem well. n Children are provided with good levels of support, helping them to feel settled and secure in the childminder's care. They form close bonds and attachments. n The childminder organises her environment well and makes sure that she can supervise children at all times to ensure their safety. n The childminder does not gather in-depth information from parents about children's

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This provision is good

achievements, interests and learning at home, on entry and on an ongoing basis, to maximise children's progress. n Information sharing between settings children also attend is not fully effective in supporting continuity in learning experiences. n The childminder does not make the best use of all opportunities to reflect on her practice and improve her provision. She gathers parents' views. However, she has yet to use these and children's views to help self-evaluation and to drive developments to the highest level.

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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 strengthen ways to help parents share what they know their children can do at home, on entry into the setting and on an ongoing basis, so that children are continually challenged at a high level n build on the partnerships with other early years settings that children also attend, so that information about their learning is exchanged regularly to support continuity of their learning experiences n improve the self-evaluation process and reflect on practice and provision, using the views of parents and children, to help identify areas for future development.

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What the setting needs to do to improve further

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 also completed a joint observation with the childminder and discussed the impact this has on children's learning. 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 and discussed a range of documentation, including safeguarding procedures and children's records. n The inspector discussed the childminder's self-evaluation. She took account of the views of parents through their written feedback.

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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 and keeping them safe. She is aware of the possible signs of abuse and who to contact if she has any concerns about a child's welfare. The childminder maintains good standards of safety in her home and on outings, to keep children secure and help them to learn about staying safe. The qualified childminder attends regular training to promote her knowledge and skills further. For example, recent training to support children with autism has enhanced her awareness of supporting children's different behaviours. The childminder has developed positive relationships with parents and other local settings. Their feedback is highly positive about the care the children receive.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn. She knows where each child is in their development and monitors their progress. The childminder makes regular observations of children and uses these to identify the next steps in their learning. She models play well, showing children how to use resources and enjoy their time with her. The childminder places a strong focus on promoting early language skills. For example, she uses picture cards, models words and speaks clearly. Children enjoy handling the cards, pointing to things of interest, and they name some colours and repeat some words. This supports their listening and attention skills. The childminder engages in children's chosen play experiences, supporting their ongoing learning and development effectively. For example, when children build with the small tubs, the childminder seizes the opportunity to promote their counting skills.

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Personal development, behaviour and welfare are good

The childminder offers a welcoming and homely environment. Good settling-in procedures help to ensure that the needs of individual children are well met. This helps children to build strong bonds with the childminder and settle into their new surroundings. Children are well cared for. The childminder pays close attention to children's well-being throughout the day. Children develop an awareness of healthy lifestyles and follow good hygiene routines, such as washing their hands before meals. The childminder teaches children to be kind and respectful towards others. Daily walks and trips to the park provide children with opportunities to develop their physical skills. Babies have space to explore as they learn to stand and practise walking. Older children are confident and interact nicely with the younger children.

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Outcomes for children are good

Children progress well from their individual starting points. They grow in confidence and enjoy making choices about their play. Younger children learn social skills and play well together. They demonstrate a positive approach to learning as they make marks and demonstrate their understanding of technology. They know that if they press buttons on an electronic keyboard it will make a sound. Children are supported to meet the appropriate level of development so they can move on to the next stage of their learning.

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Setting details

Unique reference number EY414325 Local authority East Riding of Yorkshire Inspection number 10069321 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 - 11 Total number of places 6 Number of children on roll 8 Date of previous inspection 9 October 2014

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Registers

The childminder registered in 2010 and lives in Newport, Brough. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2. 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

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

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