Alice Rose Wilson

Inspection date 14 June 2019 Previous inspection date Not applicable

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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

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This provision is good

n The dedicated and enthusiastic childminder works with an assistant and they provide a home-from-home environment for children. Parents state that their children are treated as part of the family. Children are happy and settled in the childminder and her assistant's care and explore the setting with confidence. n The childminder knows children well. She uses information gained from when they first start as a baseline assessment. The childminder plans fun and interesting activities that follow children's interests. All children are making good progress for their age and stage of development. n Links between the childminder and other settings where there is shared care, including school, are positive. The childminder shares information about children's learning and progress and this helps to support a continuity of approach. n The childminder and her assistant are good role models to children. The childminder

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This provision is good

sets high expectations for children's behaviour. She teaches children to be kind and to respect one another's feelings. The childminder offers frequent praise, which helps to boost children's self-esteem. Children behave well and play happily with each other. n Children are inspired by an environment that fully promotes their eagerness to learn through their own curiosity, imagination and explorative nature. Children grow fruit and vegetables in the garden and participate in many physical activities, such as digging and balancing on the stepping stones. n The childminder does not monitor her assistant's practice sharply enough in order to help her to develop her skills and teaching to an outstanding level. n At times, the childminder and her assistant do not develop the opportunities that arise to support and extend children's early mathematical skills to an even higher 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 monitor the assistant's performance more sharply to develop her skills and teaching to the highest level n extend children's learning about early mathematics to enhance their understanding of shape, numbers and counting.

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What the setting needs to do to improve further

n The inspector looked at the areas of the premises that are used for childminding, including the outdoor area. She spoke to the children and the childminder's assistant and held discussions with the childminder at appropriate times. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. She observed the children and how the childminder and her assistant interacted with them. n The inspector carried out a joint observation of a planned activity with the childminder to evaluate the quality of teaching and learning. n The inspector sampled a range of documents, including children's learning records, the suitability checks of the assistant, training certificates and self-evaluation. n The inspector took account of the views of parents spoken to during the inspection and through written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder and her assistant confidently recognise the signs and symptoms of possible abuse. They fully understand what action they must take if they have concerns about the welfare of a child. The childminder considers how to minimise risks to children in her home effectively. This is demonstrated by her fire evacuation plan and procedure, which she practises with children. The childminder uses self-evaluation and completes training to enable her to provide a high-quality service for children and their families. She continually asks for the views and opinions of parents and children through discussions and questionnaires to sustain her drive for continuous improvement.

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Quality of teaching, learning and assessment is good

Children play with a wide range of resources. These resources challenge children to use their imaginations. For example, they use a cardboard box as a pretend car and travel to the seaside. The childminder provides a range of opportunities for children to learn about the natural world. This is demonstrated by insect hunts in the garden and learning to care for animals, such as the pet tortoise. Children use magnifying glasses to examine small creatures that live under rocks or leaves. The childminder places a good focus on supporting children's communication and language skills. She introduces new words into children's conversations to build on their vocabulary. For instance, she helps children remember the word 'cocoon' when they are talking about a caterpillar turning into a butterfly. She asks questions to encourage children to think and to help extend their knowledge.

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Personal development, behaviour and welfare are good

The childminder and her assistant support children to learn about how to keep healthy. They use a popular story about a caterpillar who eats too much to help children learn about eating healthy foods. The childminder teaches children to manage age-appropriate tasks for themselves. This is evident when children wash their hands before mealtimes and cut up strawberries and melon using knives safely. The childminder provides opportunities for children to learn about people and communities beyond their immediate families. For example, children attend groups, such as 'music time', where they mix with other children.

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Outcomes for children are good

Children are confident and enthusiastic learners. They learn to concentrate and enjoy singing and dancing games. Older children begin to recognise the initial sounds of some letters and all children enjoy books. They are making good progress and are extremely well prepared for the next stage in their learning and school.

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Setting details

Unique reference number EY546336 Local authority East Riding of Yorkshire Inspection number 10101346 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 - 9 Total number of places 12 Number of children on roll 14 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Beverley. She operates all year round from 7.30am to 7pm, Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant.

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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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