Childminder in East Riding of Yorkshire

Overall effectiveness Good

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

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The provision is good

Children establish extremely strong bonds and attachments with the childminder. They are happy, safe and settled in her warm and welcoming home. Children are encouraged to discuss how they feel each day. The childminder skilfully and compassionately supports children to understand their feelings and emotions. Children clearly enjoy spending time with the childminder, and excitedly involve her in their play. They have a positive attitude towards their learning and persevere at new skills. Children sort various fruits by colour as they skilfully use tweezers. This is an extension from a previous activity linked to colours. Children eagerly investigate the different fruits and make connections to fruit they eat. The childminder encourages children to think about sizes and shapes.

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The provision is good

The childminder has high expectations for all children. She sets clear boundaries and gives children a wealth of praise and encouragement. This helps to build their confidence and self-esteem. Children behave extremely well as they play. They are encouraged to share and take turns with resources. Children have plenty of fresh air, physical exercise and opportunities to learn about the world that they live in. For example, they regularly visit local parks, playgroups and the library.

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need to do better?

n Parents speak very highly about the childminder. They write extremely positive comments about the good-quality care and education that she provides. Parents state that they would have no hesitation in recommending her to other parents. The childminder keeps parents informed of their children's progress in a range of ways and provides them with ideas to extend children's learning at home. A good two-way flow of information between home and the setting provides consistency for children's development. n The childminder places a great importance on supporting children's language and speaking skills. Children develop strong communication skills. They enjoy singing many rhymes and songs. The youngest children listen intently and join in with the actions enthusiastically. The childminder provides narration during activities and sensitively addresses any incorrect pronunciation by repeating the correct letter sounds.

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need to do better?

n Children have good opportunities to make independent choices about their learning. For instance, they enjoy choosing which toys to play with and show very good levels of focus and concentration for their age. Children are motivated learners and display a positive attitude towards trying new things. They make good progress in their learning and, in some areas of learning, children are at above-typical levels for their age. n From the start, the childminder makes observations and gathers detailed information from parents to assess children's starting points. Overall, she uses

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need to do better?

6 February 2020 this information effectively, along with her wealth of childminding experience, to plan interesting activities which support children's individual development needs well. The childminder monitors children's progress closely to ensure that they gain the knowledge and skills to support successful transition to the next stage of their education or school. n The childminder recognises the benefit of partnership working. She works well with the staff in the other settings that children attend. This helps her to understand fully the experiences children are having and the progress they make. n Children are confident learners and are keen to join in activities. They concentrate for long periods of time. Younger children enjoy exploring with blocks. They build towers and use various bricks to achieve their end result. The childminder encourages children to name the colours and shapes of the bricks as

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need to do better?

they build. She naturally develops children's understanding of mathematical concepts such as counting and shapes. However, the childminder does not consistently maximise opportunities to provide more challenge as activities evolve. n The childminder reflects on her practice and has accessed some training, including paediatric first aid and all other mandatory training. However, the childminder does not consistently identify areas of her professional development to further promote the quality of teaching and learning opportunities for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a robust understanding of child protection issues. She knows how to identify and promptly deal with a concern about a child's welfare or safety. The childminder is aware of the procedures to follow regarding wider safeguarding issues, including the 'Prevent' duty guidance. She has a wide range of safeguarding guidance, which she shares with parents. The childminder has effective strategies in place to keep children safe. She regularly risk assesses her environment and minimises any potential hazards. The childminder teaches children about being safe in her home and on outings.

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should:

n maximise opportunities during activities to provide challenge for children n identify areas for professional development to raise the quality of practice and further improve outcomes for children.

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Setting details

Unique reference number 503369 Local authority East Riding of Yorkshire Inspection number 10117309 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 6 Date of previous inspection 29 February 2016

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Information about this early years setting

The childminder registered in 2001 and lives in Swanland, North Ferriby. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk with the childminder. She observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

6 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

6 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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