Childminder in Kingston upon Hull

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children enjoy their time at the childminder's setting. They know where their favourite toys are kept and access them all independently. Children cooperate with each other and are happy to share popular resources. They become very involved in their play and spend time exploring the properties of different resources. Children discover that the toy cars travel at faster speeds on different surfaces and are excited to share their findings. The childminder joins in with the children's play at appropriate times. She introduces new words and helps them understand the meanings. Children are eager to use the words they have learned, such as 'zoom' to describe a car travelling fast. The childminder plans activities to check if children have remembered what she has taught, such as the names of common shapes. She uses this information to plan for the next steps in children's learning.

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The provision is good

During COVID-19 (coronavirus), the childminder has adapted her provision in line with national guidance. She has worked closely with parents to keep them informed of changes, while listening and acting upon their views. The childminder has made sure that children are kept safe through enhanced hygiene routines and keeping children in the same small groups, whenever possible.

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need to do better?

n The childminder works closely with parents. For instance, when children first start the setting, she talks to parents about what it is that their child knows and can already do. The childminder plans the curriculum for each child and regularly checks that they are making progress over time. She makes sure that resources are appropriate and foster children's curiosity. n The childminder supports children's early number skills as they play together. For example, children join in when she starts counting, as they put the toy cars in a garage. The childminder draws children's attention to the colours of the cars and helps them to remember the names of the colours. For example, by showing them a blue car is the same colour as a child's t-shirt. n Children form strong emotional bonds with the childminder which support their well-being. They join in with tasks during daily routines. For instance, children

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need to do better?

help to tidy up the playroom before snack. The childminder plays the 'tidy up' song as a prompt. Children try to put the toys away before the song finishes, and show pleasure when they manage this. Children are considerate and help one another. The childminder praises them for their kind behaviour. Children begin to understand that they all have individual needs, which helps them respect their similarities and differences. n The childminder reflects upon how well she supports the families who attend her setting. She is proactive at keeping up to date with her core training, such as first aid. The childminder identifies that her continued professional development

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need to do better?

24 June 2021 now needs to focus on supporting children's learning to the highest levels. n Parents spoken to on the day of the inspection were unanimous in praising the high standards of learning and care. They describe the good progress their children have made since starting at the childminder's setting. Parents are particularly impressed by children's communication and physical development. They say that the childminder has provided them with many ideas to promote learning at home. Despite the restrictions because of COVID-19, they have been kept well informed about their children's achievements. n Children learn to become independent in their self-care skills. They take off their outdoor shoes on arrival and store them in a designated box, and hang their coats up on child-height hooks. The childminder teaches children to wash and dry their hands thoroughly during the day. She works closely with parents when

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need to do better?

children are starting to show an interest in using a potty or toilet, to ensure there is a consistent approach between the setting and home. n The childminder ensures that when children move on to a new setting or school, she shares relevant information so that children's care and learning needs continue to be well supported.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder demonstrates a robust understanding of statutory requirements and local safeguarding priorities. She makes sure that she keeps her training updated so her knowledge remains current about all safeguarding requirements. The childminder recognises the signs that may indicate a child is suffering abuse or neglect. She knows the procedures that she needs to follow if she had concerns about children's welfare. The childminder ensures that her setting is safe and suitable for children. She continually makes sure that resources are clean and suitable.

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should:

n explore ways to develop and enhance current knowledge to raise the good standards of teaching to consistently outstanding levels, so that children achieve the best outcomes possible.

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Setting details

Unique reference number EY554277 Local authority Kingston Upon Hull City Council Inspection number 10174343 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Kingswood, Hull. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a childcare qualification equivalent to level 3. She is registered to care for two-, three- and four-year-old funded children.

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Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken this into account in the evaluation of the setting. n The childminder and the inspector completed a learning walk together to discuss what is planned for children to learn and how the organisation of the setting supports their development. n The inspector evaluated a planned activity with the childminder to gain her views on the impact on children's learning. n The inspector gained the views of parents through phone calls made to them during the inspection. n The inspector spoke to children during the inspection at appropriate times.

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Inspection activities

24 June 2021 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

24 June 2021 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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