Childminder EY547038

Inspection date 11 July 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 childminder works closely with parents to identify individual children's interests and needs as part of induction arrangements. She uses this information well to help children quickly settle in. n Children are eager to explore the resources on offer to help them understand the natural world. They pour water onto balls placed in the child-height guttering. They carefully watch the water carrying the balls along the guttering from one end to the other. n The views of children and parents are valued to enable the childminder to evaluate the quality of her setting. As a result, she obtains a full picture of future priorities and improvements to help her further strengthen the provision she offers. n The childminder and her assistants tune into children's interests very well. The quality of their interactions with children is consistently good. They listen to what children tell them and respond positively. Children develop the confidence to share their thoughts

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This provision is good

and ideas. n Children learn about many aspects of healthy lifestyles. They know they need to wash their hands at appropriate times. Staff talk to children during mealtimes and explain how the food they eat will help them to have energy and be healthy. n The childminder ensures that she has all the knowledge and resources to support children with special educational needs and/or disabilities. She seeks support from other professionals, as required. n Parents demonstrate through written feedback that they are very happy with the level of care and range of activities offered to children in the setting. n The programme of professional development is not yet fully embedded to raise the good quality of teaching to the highest standards. n The childminder does not always make the most of opportunities for children to learn about ways that people live in the wider world, beyond their own local communities.

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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 continue to focus professional development on enhancing the existing good quality of teaching to the highest standards n provide more opportunities for children to develop a greater understanding of diversity, particularly in relation to the lives of people in the wider world.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching indoors and outdoors, and assessed the impact this has on children's learning. n The inspector evaluated the purpose of the range of planned activities with the childminder. n The inspector spoke to the childminder's assistants and children present during the inspection. n The inspector looked at a range of documentation, including policies and procedures and children's assessments. n The inspector took account of the views of parents through written testimonials.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has robust procedures in place to ensure her assistants are confident to safeguard children. They know the signs that would cause them to be concerned about a child's welfare and understand their responsibility to report them. The childminder has relevant safeguarding policies and procedures that are regularly reviewed with her assistants. There are daily risk assessments of the house and garden to keep children healthy and safe. The childminder is proactive in finding the most effective ways to share information with other settings that children also attend. This provides consistency and continuity for children across the settings and strongly supports their emotional well-being.

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Quality of teaching, learning and assessment is good

The childminder and her assistants use their assessments of what children can do effectively to identify children's next steps in learning. They make sure that these are planned for during the sessions that children attend. There is a good two-way flow of information between home and the setting to enhance children's learning and development. Children have time to develop their ideas as they play. Younger children explore the different sounds that instruments make. Older children are encouraged to use their imaginations as staff play with them. They use small-world toys, such as farm animals, to make up a story about 'feeding time'. The children share their ideas about what the different animals want to eat. Staff build on these ideas, introducing new words to develop children's vocabulary and understanding. There are planned times during the day when children learn new action rhymes and songs. Children develop a love of

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Personal development, behaviour and welfare are good

The childminder's setting is very well organised and inviting. Children develop high levels of independence as they choose the resources for their play. The resources are of a good quality, both inside and in the garden. Children behave well and the childminder and her assistants all have a calm and sensitive manner. They are very responsive to children's individual needs during the session. Children form strong emotional bonds with the childminder and her assistants. This strongly nurtures children's confidence and self- esteem. Children learn what they are capable of achieving if they keep on trying. The childminder and her assistants give children time to practise new skills, such as navigating wheeled vehicles around the path. Children know that they will be well supported when they ask for help to achieve an outcome.

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Outcomes for children are good

Children make good progress from their starting points, including children with special educational needs and/or disabilities. They are confident communicators and can express themselves effectively. They use new words they have learned to make up and tell their own stories, which strongly supports their early literacy skills. Children have very positive attitudes and an enjoyment of mastering new skills, for example, to enhance their physical development. They have solid foundations in their learning which ensure they are ready for the next stage, including as they get ready to move on to school.

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Setting details

Unique reference number EY547038 Local authority Kingston Upon Hull City Council Inspection number 10103854 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 0 - 4 Total number of places 9 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 West Hull. She operates all year round from 7.45am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder has qualified teacher status. She works with three assistants on a regular basis.

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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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