Childminder EY476856

Overall effectiveness Requires improvement

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

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The provision requires improvement

The children are happy and settled in the childminder's care. They behave well and display good manners. The childminder is caring and kind and helps children to develop emotional security. Children say 'please' and 'thank you' without being prompted.

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The provision requires improvement

Children are able to freely access a range of resources, both indoors and outdoors. They have a positive attitude to learning and are able to instigate their own play, using their imagination during role play. The childminder sets out her intentions for learning but does not always plan appropriate activities effectively to support this. In addition, the childminder does not think carefully enough about children's next steps when planning activities. Consequently, children are not always sufficiently challenged in their learning. Children enjoy walks to the nearby park and have access to a rural setting. They learn about where food comes from and how crops are used in everyday food.

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The provision requires improvement

The childminder gathers some information from parents about what their children know and can do before they first start at the setting. She shares daily information verbally, about the children's day. The childminder has developed good relationships with staff at the nearby school and has good transitional arrangements for children moving on to the next stage in their learning.

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need to do better?

n The childminder promotes healthy practices. She provides fresh fruit and healthy snacks and teaches children to wash their hands before eating. The programme for children's physical development is good as children are able to access regular fresh air and a local park, to use larger play equipment. This contributes to their overall physical well-being. n Parents speak positively about the childminder. They value the safe environment and visits prior to children starting. They report regular information sharing and good relationships between the childminder and the children. n The childminder promotes diversity by talking to the children about uniqueness and their own communities and families. This helps children to learn about similarities and differences. n Teaching is variable. On occasion, the childminder incorporates mathematical language into activities. She talks to children about shapes and colour but does

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need to do better?

not routinely include counting in everyday events. This means children's mathematical development is not consistently promoted. n The childminder considers children's interests when planning activities, however these are not always pitched at the right level to provide challenge and sustain interest. Although she knows the next steps in children's learning, she does not

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need to do better?

9 January 2020 always consider these fully when planning activities to meet the individual learning needs of the child. Consequently, some children do not extend their learning to higher levels. n The childminder's self-evaluation is not thorough and does not fully consider the strengths and weaknesses of the setting. Although informed by parents' views and children's enjoyment and progress, the childminder does not identify professional development needs, where training would help improve the consistency in the quality of teaching. n Children are confident and form good friendships with their peers. They play enthusiastically with toys which interest them and hold their imagination, as they design their own play. n Children develop an understanding of danger and learn how to keep themselves safe. For example, the childminder teaches them about road safety on the walks to and from the local school. n The childminder promotes language development as they play imaginatively in

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need to do better?

their child-led activities. She asks them questions about what the small figures are doing and what vehicles they are riding in. She encourages them to tell a story as they play. This contributes to the wider extension of their vocabulary. n Children are praised when they manage their self-care needs successfully. This support raises their self-esteem and promotes their independence skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a secure understanding of how to safeguard and protect children. She knows the procedures to follow if she has concerns about a child's welfare. The childminder has a good knowledge of wider aspects of safeguarding matters such as the 'Prevent' duty and keeping children safe when using the internet. She completes risk assessments on and off the premises and ensures the premises are secure.

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should:

n plan relevant and challenging activities appropriate to children's age and stage of development, dependent on their individual next steps n strengthen the use of self-evaluation to identify specific weaknesses in practice and drive improvements that raise the quality of the provision and focus on continuous professional development.

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Setting details

Unique reference number EY476856 Local authority East Riding of Yorkshire Inspection number 10075895 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 3 to 10 Total number of places 6 Number of children on roll 12 Date of previous inspection 23 February 2016

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Information about this early years setting

The childminder was registered in 2014 and lives in the village of Little Weighton in the East Riding of Yorkshire. She operates term time only, from 7.30am to 6.30pm, Tuesday to Thursday, except bank holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector held discussions with the childminder and looked at relevant documentation, including evidence of the suitability of the childminder and household members. n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector viewed areas of the home that were used for childminding. n The inspector took account of the views of parents who provided written feedback. n The inspector observed the childminder carrying out an activity with the children and evaluated this with the childminder.

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Inspection activities

9 January 2020 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

9 January 2020 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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