Lumley, Joanne

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 settle in very quickly in this caring and nurturing environment. They enjoy close bonds and positive attachments with the childminder. This provides strong foundations for children's confidence to learn and explore. Young children show strong curiosity as they navigate the childminder's spacious play area and become engaged in play. There are clear routines in place, which helps children to feel secure as they know what is happening next. Children are encouraged to be independent and the childminder has high expectations of them. They know that before snack time they need to tidy up and help their peers to put toys away in the correct place.

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The provision is good

The childminder follows the children's interests and talks to them about the experiences they have had at home. For example, when children showed a particular interest in animals, the childminder took them to visit a wildlife park. Back at the childminder's home, children enjoy looking at books with the childminder to consolidate their learning. They cuddle up to her as she reads the story 'Dear Zoo'. She asks children if they can identify the animals and what noises they make.

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need to do better?

n Good overall partnerships with parents ensure effective two-way communication about children's development at home and in the provision. The childminder establishes good links with early years professionals at other settings children also attend. She liaises with them regularly, which helps to provide children with a consistent approach to their shared care and learning. n Children behave very well. They enjoy playing with others and learn to share and take turns. The childminder uses effective ways to support children's positive behaviour. For example, she gently reminds them that it is kind to share. n The childminder regularly reflects on her practice and completes all mandatory training, such as paediatric first aid and safeguarding. However, she does not sharply focus her self-evaluation systems and use the views of parents and children to identify clear targets and drive improvements at the very highest

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need to do better?

level. n Children are keen to look at books and share stories with the childminder. She supports them to develop their language skills through talking about the stories and the pictures and singing nursery rhymes. The childminder talks to children as they play. She uses opportunities to introduce new words and asks questions to help children develop their speech. n The childminder provides children with a range of opportunities to engage in craft activities to explore media and materials. For example, they paint using

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need to do better?

4 March 2020 tools and printing resources to make their picture. Younger children enjoy the sensory exploration of paint. n Children have opportunities to refine their large physical skills when they use play equipment in the garden and during visits to nearby parks. The childminder supports children's confidence in social situations well. For example, she takes children to playgroups where they interact well with other children of a similar age. n Children's dietary needs are known and met. The childminder works closely with parents to ensure that children have healthy packed lunches. Children learn that healthy foods are good for their bodies. They develop good habits that help to promote their good health. For example, children learn about the importance of washing their hands and talk about the dangers of spreading germs. n Children show a positive attitude to their learning and make good progress from

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need to do better?

their starting points. The childminder follows children's lead and supports them in making decisions about their learning through play. She regularly observes children, completes assessments and tracks their progress to identify if there are any possible gaps in their learning. Children develop good skills for their future learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends training to help her to maintain a secure understanding of safeguarding issues. She knows how to recognise signs that a child may be at risk of harm and understands the procedures she must follow to report any concerns about a child's welfare. The childminder successfully follows a good range of policies and procedures. She shares these documents with parents so they clearly understand how she implements them in her childminding setting. The childminder assesses risks to children in her home and when outdoors with them. She puts in place effective procedures to help to protect children. For example, she regularly checks the smoke alarms in her home.

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should:

n strengthen self-evaluation even further, to include the views of parents and children, to help identify and make continuous improvement.

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Setting details

Unique reference number EY405261 Local authority East Riding of Yorkshire Inspection number 10062766 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 17 August 2015

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Information about this early years setting

The childminder registered in 2010. She holds an appropriate childcare qualification at level 3. The childminder operates all year round from 7.30am to 5pm, Monday to Thursday, except for bank holidays and family holidays. She 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 across all areas of the setting to understand how the early years provision and curriculum are organised. n A joint observation was carried out by the inspector and the childminder. n The inspector observed the quality of teaching during activities and evaluated the impact this has on children's learning. n At appropriate times throughout the inspection, the inspector spoke to the childminder and children and took into account the written views of parents provided. n The inspector looked at relevant documents. These included children's records, policies and procedures, training and evidence of the suitability of the childminder and other adults living in the household.

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Inspection activities

4 March 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

4 March 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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