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

Children form close bonds with the childminder and have strong attachments. They are very happy and settled in the childminder's care. The well-resourced learning environment enables them to freely select items and instigate their own play. They enjoy playing with toys that are familiar to them and of interest. This provides them with a sense of security and supports their emotional wellbeing.

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The provision is good

Children are cared for in a safe and secure environment. The childminder knows the children very well and adapts the activities to follow their interests and support their learning needs. She has high expectations for the children and adapts the environment to improve their learning outcomes. She supports children's learning at home by providing additional resources. This helps to provide continuity for children's development and means children make good progress in their learning.

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The provision is good

Children are extremely polite using continuous good manners. The childminder is a good role model and supports children to manage their feelings and behaviour well. She reminds them to be kind and of the importance of considering the feelings of others.

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The provision is good

The childminder supports parents and children to promote good health and healthy lifestyles, for example in discussing the packed lunches parents provide. The children talk about dental hygiene and know how to stay healthy. Young children are taught how to blow and wipe their noses and wash their hands.

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need to do better?

n Reflective self-evaluation, informed by parents' views and children's progress, helps the childminder to identify strengths and areas for development. This leads to continuous improvement. n The childminder is particularly effective at supporting children's communication and extending their vocabulary. She routinely describes and explains to children what she is doing and seeing. She models language effectively and encourages children to slow down as they speak to aid their pronunciation. n Children are provided with a variety of opportunities to develop their mark making and early writing skills. For example, children spontaneously use a wipe to draw a picture on the floor, pointing out the eyes and mouth of the superhero character. This promotes their fine motor skills and control. n Children are making good progress from their starting points. The childminder accurately tracks and monitors their development and achievements. She

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need to do better?

identifies their individual next steps and adapts activities to close the gaps in children's learning. The childminder is skilled at instinctively moving activities on to encourage children's engagement. For example, she recognises that children

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need to do better?

3 February 2020 are interested in dinosaurs and incorporates them into the outdoor play activities. n The childminder prepares children exceptionally well for going to school. She meets with teachers and ensures children and parents are aware of what they need to achieve, ready for school. This ensures children are emotionally prepared for the next stage in their learning. n Children understand the expectations of the childminder and the rules for the setting. However, the childminder is not always clear as to why the children must take particular action. For example, as children climb on the furniture, she tells them they must not do this, but doesn't give a reason why. This means children don't fully understand why particular behaviours are discouraged. n Children develop their mathematical knowledge through a range of play activities. The childminder promotes children's positional language as she talks

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need to do better?

to them about hiding under the chair or burying their dinosaurs underneath the sand. She spontaneously talks about shapes and colours. The childminder, however, does not take the opportunity to routinely introduce counting in the full range of activities she provides. n The childminder has very effective partnerships with parents and other professionals. She is tenacious in ensuring children's needs are met, particularly in relation to special educational needs and/or disabilities. Parents are extremely complimentary about the service the childminder provides. They are highly satisfied with the range of activities provided and the support given to children and parents. n The childminder supports the development of children's independence very well. She encourages children to get their fruit bread and butter it at snack time. Children are praised for their accomplishments, which promotes their self- esteem.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of child protection issues, including wider safeguarding concerns. She knows how to keep children safe from extreme views and behaviours. The childminder participates in relevant child protection training and knows the procedure to follow should she have any concerns about the welfare of a child. Risk assessments are in place and the childminder checks the premises before children arrive. She teaches children to be aware of risks and how to manage them.

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should:

n help children to be aware of why they should do things, giving explanations to

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should:

3 February 2020 help them make sense of instructions n develop teaching skills to further enhance children's opportunities for everyday counting.

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Setting details

Unique reference number EY430218 Local authority East Riding of Yorkshire Inspection number 10074832 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 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 29 January 2016

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Information about this early years setting

The childminder was registered in 2011. She lives in Bridlington. She operates all year round, from 8.00am to 6.00pm, Monday to Saturday, except bank holidays and family holidays.

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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 took account of the views of parents who provided written feedback. n The inspector held a discussion with the childminder to understand how the early years provision and curriculum are organised. n The inspector viewed the play spaces and observed interactions between the childminder and children. n The inspector looked at a sample of the childminder's documentation, including policies and procedures, and training certificates.

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Inspection activities

3 February 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

3 February 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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