Childminder in East Riding of Yorkshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder strives to develop warm, trusting relationships with families. This provides children with a good deal of stability and security. Children are very happy and settled in the family-orientated and safe childminding environment. They engage themselves fully in their play and learning, and confidently make themselves at home. For example, children know which drawer to find the scissors or paper in when they want to cut their picture out. Children cheerfully approach the childminder's husband to show him a toy. They confidently tell her assistant when they need help in the bathroom or with a jigsaw. The childminder involves herself in children's play. She supports their individual learning effectively. This is because she knows each child well, and what they need to learn next. Children benefit from taking part in meaningful daily routines that enhance their learning and development. For example, they confidently get themselves ready and follow

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The provision is good

the rules for walking safely to and from school. They automatically wash their hands before lunch. Most-able children help to give the drinks out because they recognise the names on the cups. They also happily help to tidy up and prepare for the older children attending after school.

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need to do better?

n Children develop a keen interest and genuine curiosity in the world around them. For example, they carefully examine the leaves, seeds and nuts that they have gathered. They discuss the different colours of the leaves and identify pine cones and acorns. They can count how many they have and can explain which are the same and which are different. n The childminder skilfully, yet sensitively, repeats what children say. This means that children learn correct pronunciation and grammar. She introduces vocabulary as they chat. Consequently, children are able and confident communicators. For example, they learn to describe the spikey outside of a horse chestnut, and the shiny conker inside. n Children are very well behaved. They play happily together and often say 'please' and 'thank you' unprompted. The childminder is a very good role model. Children often mimic her behaviour and mannerisms as they play. For example,

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need to do better?

they say 'good girl' to each other, and to the dolls, as part of their game. n Children enjoy various art and craft activities. They often express themselves confidently in their work. The childminder plans activities so that children of all ages and abilities can safely join in together. The babies and older children have fun together as they print with the vegetables and paint. However, there are times when an activity can become overly adult-led, for example when the childminder has cut or drawn shapes for them. This does not fully respect what most-able children have to offer or test their skills. n Mealtimes are pleasant occasions. Children develop good table manners and

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need to do better?

15 October 2019 benefit from home-cooked evening meals. However, there are missed opportunities to help children learn about making healthy choices in their diet. n Children benefit from daily access to activities outside in the fresh air. They talk excitedly about how they like to 'mix' and 'stir' in the childminder's mud kitchen in the garden. They like to play football too. They often stop off at the park on their way home from school. This helps them to develop their good physical skills. n Relationships with parents are friendly and professional. Parents receive good information about children's day-to-day care routines and their ongoing development. Children are relaxed as the day's events and care routines are discussed with parents. n The childminder engages well with other professionals. This means that she keeps her knowledge up to date. On the whole, she understands what would improve the quality of provision. She strives to make continuous improvements

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need to do better?

where she can. Parents confirm that they like that the childminder now uses a telephone app. They find it easy to see observations of the children's learning and how they can support their child's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good links with the local authority for training and guidance. She updates her safeguarding training regularly. This means that she is able to identify children who might be at risk of harm. She also knows how to secure help for them and their families. The childminder makes sure that her assistant keeps her basic training, such as safeguarding and paediatric first aid, up to date. The childminder understands how even minor changes at home can affect children's behaviour and development. Honest and supportive dialogue with parents means that minor issues do not become a concern.

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should:

n improve children's health further, for example, by helping them to make healthier choices at mealtimes n consider how craft activities are planned and provided so that most-able children have even more opportunities to express their creativity and enhance their skills.

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Setting details

Unique reference number 314291 Local authority East Riding of Yorkshire Inspection number 10062749 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 12 Total number of places 6 Number of children on roll 20 Date of previous inspection 24 September 2015

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Information about this early years setting

The childminder registered in 1997 and lives in Wilberfoss, near York. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She holds a relevant qualification at level 3.

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Inspection activities

n The inspector saw all areas of the premises that are used for childminding. n The inspector observed the quality of care and teaching, and assessed the impact this has on children's learning, development and welfare. n The inspector included children in discussions about their care and learning. n The childminder and inspector held discussions about how the childminder organises the provision and about her intentions for children's learning and development. n The inspector looked at a sample of documents required for the safe and effective management of the provision. This included training certificates and information about the children. n The inspector spoke to parents, read their testimonials and took their views into account.

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Inspection activities

15 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

15 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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