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 Met

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The provision is good

The childminder provides a safe, welcoming and homely environment. Effective settling-in processes are in place and the childminder knows the children very well. Children are very happy in her care and form strong attachments, demonstrating that they are emotionally secure. They sit in her lap to listen to stories and the childminder enthuses children, bringing props into her storytelling. Children are able to access a wide range of resources and the stimulating play environment supports their learning and development.

p.2

The provision is good

The childminder has a calm approach and is a good role model for the children. She helps children to manage their feelings and the children are extremely well behaved, with good manners. They share and take turns, playing alongside each other happily. The childminder gives them lots of praise which contributes to their self-esteem.

p.2

The provision is good

The childminder has high expectations for children. She knows the children well and links activities to their interests. She identifies the next steps in children's learning accurately. She supports the development of children's communication effectively and extends their vocabulary. She continuously engages the children in conversation, talking about their families and their everyday activities.

p.2

The provision is good

The childminder evaluates her provision by seeking feedback from parents and children about the service she provides. However, she has not focused sharply on areas she could improve to develop her professional practice further.

p.2

need to do better?

n Children enjoy playing outdoors, where they have opportunities to develop their physical skills. They are encouraged to take safe risks and they challenge themselves, taking the scooters onto the step and manoeuvring their way down. Additionally, children go on local walks and trips to the park. The childminder provides the children with healthy snacks which contribute to their physical well- being. n The childminder is skilled at spontaneously moving activities on to encourage children's engagement and follow their interests. For example, the childminder recognises that children are excited about a Christmas story. She extends this to focus on jingle bells and a musical instrument. This leads to children excitedly singing Christmas carols. n The childminder incorporates mathematical language into everyday activities. For example, as the children play, she asks how many ducks the children can find and how many their friend has. She asks children about the fruit they are

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need to do better?

eating and the number of segments of an orange.

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need to do better?

13 December 2019 n The childminder asks meaningful questions to test children's understanding. She provides new words to build on their current vocabulary and extend their understanding. For example, children talk about the birds in the garden and the food they eat. The childminder monitors children's progress from their starting points and consequently children make good progress. n Children behave exceptionally well. They have good manners and are kind and considerate to others. The childminder helps children to develop their independence. They learn to peel their own fruit at snack time and know which bin to put the peelings into. Children understand about recycling the peelings to make compost. Children can take off their own shoes and wash their own hands before eating. This promotes their self-confidence. n Partnerships with parents are positive. Parents appreciate the variety of the activities, the sharing of information and the care and education given to their

p.2

need to do better?

children. The childminder uses feedback from parents and children to evaluate her provision. She has completed training to further enhance her professional development. However, she has not yet taken steps to focus sharply on the areas of development for her provision. n The childminder has a well-thought-out settling-in procedure that helps children and parents to feel confident and secure. She offers settling-in sessions to meet the child's individual needs. In addition, she obtains information from parents which ensure children's routines can be followed. The childminder observes children in their settling-in period and assesses their level of development and interests. This allows children to make progress from the very start.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of child protection issues, including wider safeguarding concerns. She can identify signs and symptoms which may indicate that a child is at risk of harm. The childminder helps children to develop an understanding of risk. For example, she encourages children to manage steps safely and take measured risks in their play. Risk assessments are in place and the childminder checks the premises before children arrive.

p.3

should:

n ensure self-evaluation focuses sharply on the strengths and weaknesses of the setting, in order to identify the priorities for continuous professional development.

p.3

Setting details

Unique reference number 314490 Local authority East Riding of Yorkshire Inspection number 10117226 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 9 Total number of places 6 Number of children on roll 6 Date of previous inspection 26 July 2016

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Information about this early years setting

The childminder registered in 1993 and lives in Holme-on-Spalding-Moor, East Yorkshire. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector viewed areas of the home used for childminding. n The inspector observed the childminder carrying out an activity with the children and evaluated this with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation, including checking evidence of the suitability of the childminder and household members.

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Inspection activities

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

13 December 2019 13 December 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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