Childminder in Kingston upon Hull

Inspection date 16 August 2019 Previous inspection date Not applicable

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Effectiveness of leadership and management Requires improvement

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Quality of teaching, learning and assessment Requires improvement

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Personal development, behaviour and welfare Requires improvement

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Outcomes for children Requires improvement

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This is a provision that requires improvement

n Teaching is not always of a consistently good standard. Opportunities to extend children's learning are sometimes missed and this means that children are not always challenged in their play or provided with opportunities to use their curiosity and imagination skills. n The childminder does not currently consider opportunities for professional development. This has an impact on outcomes for children. n The childminder does not always help young children to understand the importance of hygiene routines. For example, on one occasion the childminder did not wash her hands after a nappy change and did not encourage the child to wash theirs. n Although the childminder provides opportunities for children to learn about the world, they have fewer experiences to promote their understanding of people and communities beyond their own.

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It has the following strengths

n The childminder uses praise well throughout play opportunities. This helps to ensure that children can define when they have achieved something and know when to celebrate their successes. n Children are confident in exploring their surroundings. They demonstrate a can-do approach to their independent learning. n The childminder is a good role model. Children use good manners and consistently say 'please' and 'thank you'. n Children have formed secure attachments with the childminder. They are confident in themselves and in expressing their views.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date shape learning experiences that are purposeful, suitably challenging and tailored to meet the individual needs of each child, and consider the learning environment further to help ensure that children always have opportunities to develop their curiosity and imagination skills 09/03/2020

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What the setting needs to do to improve further

undertake appropriate training and professional development to ensure children receive good-quality learning and development experiences that continually improve outcomes for all children 09/03/2020

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What the setting needs to do to improve further

follow consistent hygiene procedures and ensure that children understand how to keep themselves healthy at all times. 09/12/2019

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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 consider further opportunities for children to learn about people and communities beyond their own n develop self-evaluation strategies and reflect on the views of parents to help drive continual improvements.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder and children during the inspection. n The inspector held a meeting with the childminder. She looked at relevant documentation and evidence of the suitability of the childminder. n The inspector looked at the childminder's planning documentation, children's learning and development files and children's assessment records. n The inspector took account of the views of parents through verbal feedback provided.

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Effectiveness of leadership and management requires improvement

The childminder does not consistently identify plans to enhance her professional development. She does not always provide children with quality learning and development experiences. For example, at times, she misses opportunities to challenge and extend children's play to benefit their learning further. The childminder has not developed self-evaluation strategies that are robust and incisive. She does not always reflect on the views of parents to drive continual improvements. Nevertheless, the arrangements for safeguarding are effective. The childminder has a suitable knowledge of the possible signs and symptoms of abuse and the reporting procedures that keep children safe. Relationships with parents are positive. The childminder keeps parents informed about their children's learning, for example, through online journals and daily diaries.

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Quality of teaching, learning and assessment requires improvement

The childminder does not consistently provide activities that support children's next steps in learning or challenge their play. Children do not always stay engaged in adult-led play opportunities. For example, on one occasion, children lost concentration in the activity provided by the childminder. However, the childminder does give children choices in their play. Consequently, children demonstrate their confidence to have a voice and in sharing their own ideas and opinions.

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Personal development, behaviour and welfare require improvement

The environment in which children play is not always highly stimulating. This can sometimes mean that children do not consistently develop their imaginative skills. The childminder has a suitable understanding of how to promote children's knowledge of the world. For example, she provides some opportunities in the community for children to gain new experiences, with visits to local parks and cultural experiences. However, there are fewer opportunities for children to learn about people and communities further. The childminder encourages older and younger children to work together. For example, older children support younger children well in their play. Younger children are therefore developing positive self-esteem. Children listen carefully to the childminder and each other. They show care and compassion to each other. Children enjoy their time with the childminder.

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Outcomes for children require improvement

Children make steady progress given their starting points. They are developing some of the skills they need for their future learning in school. Where children require additional support, the childminder is supporting their needs. For example, she uses repetition to encourage early language and literacy skills. Children are developing their independence in their play and are learning to share. They are able to select the toys of their own choice. Children are confident and curious individuals who are interested in others. The childminder is calm and patient with the children, and children respond well to her approach.

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Setting details

Unique reference number EY540718 Local authority Kingston Upon Hull City Council Inspection number 10089499 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 - 11 Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She works alongside two other registered childminders. The childminder operates all year round from 7.15am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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