Childminder EY548545

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children settle quickly and are happy and content. The childminder knows children well and uses their likes and interests to offer a range of activities. Babies have space to explore as they learn to stand and practise walking. More-confident children paint, demonstrating their good physical skills. The childminder uses this activity to promote knowledge of colours. Children develop skills needed for the next stage in their learning. They demonstrate their good listening and attention skills. They enjoy following instructions during circle time, and they join in with actions and some words to familiar songs. Children have a positive approach to their learning. The childminder encourages children's mathematical skills well. For example, children count while singing and moving with sticks. However, the childminder's questioning techniques do not provide consistently high levels of challenge to support children to make the highest levels of progress in their

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The provision is good

learning. Children's social skills and behaviour are good in relation to their age. They learn how to express their own feelings and cooperate with boundaries.

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need to do better?

n The childminder keeps her knowledge up to date through relevant training. She has put her training into practice. For example, following sensory play training, she adds natural resources such as leaves on which she writes letter sounds and numerals on a large scale for children to play with. This inspires children to practise letter sounds, promoting their literacy skills. n The childminder regularly evaluates her practice and seeks the views of parents in reviewing her provision. Parents say that they are very happy with the care children receive. The childminder understands the importance of working with other settings that children also attend. This helps to promote continuity of care. n Partnerships with parents are strong. There are effective arrangements in place to share details of children's development with them. This helps to strengthen links between the setting and home. n The childminder organises the resources and space thoughtfully to create a

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need to do better?

stimulating environment to promote children's learning. For example, children are motivated and engrossed as they take part in group circle time, including a singing session. They eagerly take props out of a bag to choose their favourite song. They show good movement and control in their physical development. n The childminder uses routines to support children's next steps in learning well. For example, she offers tongs at snack time to support hand-to-eye coordination. However, on occasion, some activities do not support young children to develop their exploratory skills and raise their curiosity to maximise their learning and development. n Children respond well to the encouragement and praise they receive. The childminder supports children's mathematical and literacy skills well. For

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need to do better?

3 October 2019 example, she explains the difference between the numeral three and the letter sound 'm' written on a leaf. However, at times, the childminder answers her own questions and does not fully extend and challenge children's learning during activities to help ensure they achieve to their highest potential. n The childminder places a strong focus on promoting early language skills. For example, she models words and speaks clearly. Children repeat words and short sentences. This supports their communication skills well. n The childminder plans regular outings into the local community. These help to widen children's experiences. For example, they mix with others at local playgroups. Children regularly visit shops, parks and the library. This contributes to supporting their social skills. n Children build strong, trusting relationships with the childminder. They are happy and well settled in her care. The childminder is kind, nurturing and supports

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need to do better?

children's emotional well-being well. Children demonstrate good levels of emotional security and self-esteem. n The childminder values children's individuality and teaches them to understand and respect differences between themselves and others. Children behave well and treat each other with kindness and respect.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The well-qualified childminder completes regular training, including first aid and safeguarding. She has a secure understanding of how to identify any concerns she may have about children's welfare. She is very clear on the action she must take to record and report concerns to protect children from harm. The childminder's home is safe, secure and free from potential hazards. She completes risk assessments on a regular basis and shares policies with parents. The childminder ensures that documentation to record accidents and medication is completed fully with parents. This ensures children's welfare is maintained at all times.

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should:

n use opportunities even more effectively to motivate and engage young children to extend their exploratory skills and curiosity through planned experiences n improve questioning skills that extend children's thinking and provide additional challenge so that they make the very best possible progress in their learning.

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Setting details

Unique reference number EY548545 Local authority Kingston Upon Hull City Council Inspection number 10108324 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 to 9 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector engaged in discussions with the childminder and children throughout the inspection at appropriate times. n The inspector viewed all areas of the premises used by children. She observed the quality of teaching during activities inside and outside and assessed the impact this has on children's learning. n The inspector discussed a range of documentation, including safeguarding procedures, paediatric first-aid training, public liability insurance, and the suitability checks of people living on the premises. n The inspector carried out a joint observation with the childminder. She discussed the self-evaluation and the impact this has on her setting. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Inspection activities

3 October 2019 We carried out this inspection 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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Inspection activities

3 October 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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