Crooks, Helen

Inspection date 17 July 2019 Previous inspection date 14 October 2015

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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 Children separate easily from their parents and settle quickly when they first arrive at the childminder's welcoming home. The childminder promotes children's emotional well-being in various ways. She demonstrates genuine affection and dedication towards children. They enjoy the praise they receive from the childminder and benefit from warm and positive interactions with her. n The childminder refreshes and updates her professional knowledge through a process of continued professional development. She has recently completed specific training that has enhanced her existing knowledge of safeguarding and the importance of confidentiality. n All groups of children make good progress, including those in receipt of funded early education. They are inquisitive and motivated learners who demonstrate a love of exploration. Children learn the skills they will need for their future independence. They learn to put on their own shoes and demonstrate proudly how they fasten them.

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This provision is good

Children sit together at mealtimes and enjoy social interaction during these times. n The quality of teaching is good overall. However, the childminder does not always give children sufficient time to think about and respond to the questions she asks them. n The childminder does not routinely provide parents with opportunities to share their opinions of the overall service they receive. This means they are not always able to contribute to the process of self-evaluation.

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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 give children more time to think about and respond to questions asked of them to help support their learning at the highest possible level n provide parents with more opportunities to share their views of the overall service they receive as part of the process of self-evaluation.

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What the setting needs to do to improve further

n The inspector observed the childminder interacting with children as they played indoors and outside. She evaluated an adult-led activity and discussed with the childminder the impact of her teaching strategies. n The inspector sampled documentation, including policies, training certificates and children's records. n The inspector spoke to and interacted with children at appropriate times. She took account of parents' views by reading written testimonials supplied for the purpose of the inspection and by having discussions with parents on the day. n The inspector checked evidence of the suitability of all adults living on the premises and the childminder's qualifications. n The inspector talked to the childminder about how she evaluates her service and her plans for continual improvement.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder supervises children well and uses a robust process to identify and minimise potential risks to their safety. She understands the procedure she must follow in the event that she has concerns about a child's welfare. These measures help children to remain safe at all times while in her care. The childminder uses an effective system to help her monitor children's progress. She uses information from her monitoring to identify and target any possible gaps in children's learning and development. Children benefit from consistency between settings. The childminder has established strong relationships with the local school and exchanges information with other professionals, when relevant. Parents comment positively about the childminder. They appreciate her contribution to their children's learning and care.

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Quality of teaching, learning and assessment is good

The highly qualified childminder provides a wide range of good-quality resources and activities for children, which helps to motivate them and support their learning. She encourages children to practise their literacy skills. They make marks and patterns on a fence while squirting water at numbered duck silhouettes. The childminder plans meaningful next steps to extend children's learning and shares information about children's progress with their parents. She demonstrates new ideas and skills, and explains what she is doing and the reasons why she is doing it. Children enjoy activities the childminder provides to help enhance their understanding of mathematics. She uses mathematical language in everyday conversations. For example, she asks children who has the 'biggest' paintbrush and encourages them to count in sequence.

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Personal development, behaviour and welfare are good

Children have regular opportunities to enjoy stimulating outdoor play. They practise their physical skills when they balance on large sit-and-bounce balls. They enthusiastically explore the garden and use the ride-on toys as the childminder's rabbits hop around their feet. Children benefit from healthy snacks and drinks. Their personal care needs are attended to swiftly and with sensitivity. Children demonstrate that they feel secure and reassured, clearly benefitting from the nurturing manner of the childminder. They are friendly, sociable and enjoy their time spent with the childminder. They squeal with excitement when they see their friends arrive. The childminder joins in with conversations with children as they verbally demonstrate fondness towards each other.

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Outcomes for children are good

Children are prepared well for the next stages in their learning. Pre-school children learn to recognise colours, follow instructions and enjoy rich conversations that promote their already extensive vocabulary. Children of all ages demonstrate through their actions that they are confident and happy in the childminder's care. They laugh and giggle as they have fun during their time spent with her.

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Setting details

Unique reference number 205655 Local authority North East Lincolnshire Inspection number 10071699 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 6 Number of children on roll 9 Date of previous inspection 14 October 2015

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Registers

The childminder registered in 2001 and lives in Cleethorpes, Lincolnshire. She operates all year round from 6.30am to 7.30pm, Monday to Sunday, except for bank holidays and family holidays. The childminder holds an early years qualification at level 5. She provides funded early education for two- and three-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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