Childminder EY475494

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 provides a welcoming and homely environment where children feel safe and secure. Children have developed strong attachments with the childminder and her assistant. The childminder and her assistant are very sensitive to children's needs and provide comfort, reassurance and cuddles, especially when children require extra support. The childminder has high expectations for children. Children are supported to make good progress and have access to a range of good-quality, age-appropriate resources. The childminder uses opportunities effectively to support children's mathematical skills. Children learn to categorise and count objects, and they develop a good understanding of shape names and colours. Children are motivated and independent learners. They show good levels of curiosity and confidently ask the childminder questions. For instance, children explored making shapes out of malleable materials and asked the childminder,

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The provision is good

'How are you going to make a circle?' Children take part in decision making, such as making choices between different fruits for their healthy snack. Children learn to develop good independence skills from an early age. They confidently use spoons to scoop fruit onto their plates. Older children learn to use tools safely as they slice bananas into manageable pieces. Children relish having responsibility for small tasks, such as tidying away their toys before they start another activity.

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need to do better?

n The childminder knows the children well. She plans interesting experiences that link well to children's interests and next steps in learning. Children spend long periods of time at these activities, immersed in their learning. For example, they were inspired to make dough models to help them act out the story of 'The Very Hungry Caterpillar'. n The childminder establishes effective partnerships with parents. She involves them in their children's learning. For example, the childminder keeps parents informed about their children's progress and what they need to learn next. She encourages parents to share regular information on children's learning experiences from home. The childminder uses this information well to plan for children's learning to help them make good progress. n The childminder supports younger children's communication and language skills well. For instance, she engages children in conversation, introduces new words

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need to do better?

and supports children to extend their sentences. n Children develop good early literacy skills and start to give meaning to the marks they make. For example, they commented that the marks they made in their dough using moulds told a story. Children develop a love of books. They are confident in talking about is happening in the story from what they see in the illustrations. n Children behave well. The childminder and her assistant engage with them in

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need to do better?

31 January 2020 play to help them to learn to share, take turns with toys and use good manners. They offer praise and encouragement to children and children develop good levels of confidence and self-esteem. n The childminder and her assistant do not make the most of opportunities during daily routines to develop children's understanding about how to keep themselves healthy. For example, they do not explain to children the reasons for washing their hands after blowing their nose or before eating. n Children have good opportunities to be physically active through a wide range of experiences and outdoor play opportunities. The childminder helps children understand about the diverse lives of other people through a broad range of activities. For example, children acknowledge a range of cultural and religious festivals throughout the year. n The childminder tracks children's progress successfully. This helps her identify

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need to do better?

any weaker areas in their learning. The childminder knows how to find appropriate support from other professionals, if necessary, to help all children make good progress. However, the childminder has not fully established strong partnership working with other settings children attend, to develop a consistent approach to children's care and learning needs. n The childminder continues to attend training to enhance her professional skills, which helps to improve outcomes for children. For example, she has made good use of new learning to introduce natural materials to enhance children's pretend play experiences.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant keep their knowledge up to date and regularly complete safeguarding training. The childminder understands her responsibility to keep children safe. She knows the processes to follow and the professionals to inform if she has any concerns about a child's welfare. The childminder's effective implementation of her up-to-date policies, procedures and risk assessments ensures the safety of children in her care. The childminder supports children to understand how to keep themselves safe. For example, they take part in regular fire drills.

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should:

n make the most of opportunities to help children understand how self-care routines can help to maintain good health n enhance partnership working with other settings children attend, to share information about children's care and development needs.

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Setting details

Unique reference number EY475494 Local authority Kingston Upon Hull City Council Inspection number 10063908 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 7 Total number of places 12 Number of children on roll 13 Date of previous inspection 29 February 2016

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Information about this early years setting

The childminder registered in 2014. She works alongside two assistants, one full time and one occasionally. The childminder 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. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed children's learning and progress with the childminder, including their next steps and interests. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector looked at a range of documentation, including children's development records, suitability checks, and policies and procedures such as safeguarding and risk assessment. n A joint observation of an activity was completed with the childminder. n The inspector spoke with the childminder, her assistant and children at convenient times during the inspection.

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Inspection activities

31 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

31 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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