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 Outstanding

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The provision is good

Children are happy and calm as they enjoy spending time with the self-assured and attentive childminder. Her astute observations and knowledge of children help her to plan a curriculum that supports children's learning and promotes their self-care and independence skills. The childminder spends equal time with all children, ensuring their welfare and well-being are always put first.

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The provision is good

Children demonstrate a strong motivation and desire to learn. They explore their environment and ask questions to help them to understand the world. For example, children talk about various types of travel and how they work. They confidently ask the childminder for toys and resources as they make choices about their play and activities. The childminder cleverly joins in with children's play, and carefully extends their ideas and thoughts as they excitedly chat and enjoy conversations with her.

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The provision is good

The childminder has high expectations for all children. They are well behaved and they respond well and listen carefully to instructions, such as when they look for letters in their names or make shapes with dough. Children are prepared and ready for the next stage in their learning, such as starting school.

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need to do better?

n The childminder has a patient and nurturing approach. She is attentive and shows a genuine interest in what children say and do. Children develop strong bonds with the childminder and are happy and relaxed in her care. n The childminder strives to make improvements. She evaluates her practice and seeks views from parents and values their feedback. She reads about changes in early years and shares ideas with other childminders. The childminder has completed her mandatory training and addressed her previous recommendations. However, she has not yet identified further training to help increase her skills and raise the quality of teaching to a higher level. n The childminder supports children's communication skills effectively. She speaks clearly and uses repetition to help young children to pronounce letter sounds and say words correctly. She also tracks children's progress carefully by listening to them and noting any new vocabulary they use. In this way, she is able to

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need to do better?

focus on setting learning targets, which promotes children's progress in learning. n The childminder has an accurate understanding of what children know and can do. She regularly assesses their development, and uses this information to plan for what they need to know next and how she can support them to learn new skills. For example, the childminder uses a range of activities, including construction, to test children's knowledge of colours and to help them to learn new ones, as this is one of their next steps. However, opportunities for children

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need to do better?

5 February 2020 to extend their understanding of numbers and counting are not always used to best effect. n The childminder works well in partnership with parents to gather information about children's care needs and educational starting points. She shares ongoing information through discussion, photographs and learning journey booklets. Parents comment within the booklets to show that they are happy with the progress their children are making. When children attend other early years provisions, the childminder shares as much information as possible with them, including assessments of children's progress, to help to promote continuity in their learning. n Children develop high levels of concentration and motivation, and persist at activities for sustained periods of time. For example, children use pens as they draw their own designs and make connections between cars and different vehicles. When children find tasks difficult, such as putting wheels on car, the

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need to do better?

childminder's constant support and encouragement help them to achieve. n The childminder is full of praise and encouragement. She helps children to consider the feelings of others and explains the reasons behind her rules. Children know what the childminder expects and respond positively to her requests. They share and take turns with their peers and are helpful and tidy away toys and resources at the end of activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a safe and secure environment for children to play and learn. She supervises them well, including when on outings away from her home. Her policies, procedures and risk assessments promote children's safety, welfare and well-being, and these are implemented effectively. The childminder has a robust understanding of her role and responsibilities to keep children safe. She completes regular training, including training on wider safeguarding issues, such as children being exposed to extreme views or behaviours. The childminder knows how to identify and report any child protection concerns to maintain children's welfare.

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should:

n make better use of opportunities for children to develop their understanding of numbers and counting 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 EY442090 Local authority East Riding of Yorkshire Inspection number 10117542 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 2 to 8 Total number of places 6 Number of children on roll 7 Date of previous inspection 4 May 2016

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Information about this early years setting

The childminder registered in 2012 and lives in 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

5 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

5 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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