Jones, Sally Ann

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 show high levels of self-esteem and excitedly make independent choices in their play. They develop very good relationships with the childminder and her family. Children demonstrate that they feel safe and happy in the stimulating environment. They engage in conversations with the childminder effectively, who listens with interest and values what they have to say. She asks children questions during their play to develop their thinking skills, and she introduces new words, such as 'squeeze'. Subsequently, children develop good speaking skills. They talk confidently about their previous experiences, such as when they visited a pet shop. The childminder also takes children to the local park to help them develop good physical skills and have opportunities to take manageable risks.

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The provision is good

The childminder gives children meaningful praise for their good behaviour. She supports children to be independent. For example, older children wash their hands, assist in the preparation of their snack and help to tidy away resources when they have finished using them. Children develop strong social skills and interact with kindness and respect. They benefit from meeting other childminders and children, which further promotes their social skills.

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need to do better?

n Overall, the childminder demonstrates a good understanding of how children learn and develop. She regularly monitors children's progress to identify any gaps in their learning. However, the childminder does not sharply plan children's next steps in learning, to provide all children with maximum levels of challenge. n Children gain good literacy skills. They identify their own name on arrival and self-register. The childminder asks children to write a letter to the zookeeper as they take part in an activity. These skills help to prepare children for their next stage of development, including their move on to school. n The childminder demonstrates a genuine enjoyment of her work. Children have access to a well-resourced and stimulating outdoor area. Children have opportunities to develop their small-muscle skills as they competently use resources. For example, children squeeze sponges as they wash dolls during

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need to do better?

water play and grasp hand-held toys when they play with sand. n The childminder finds out about the children's routines, interests and abilities from their parents before they start. She uses this information to offer high- quality care from the start. Parents report that they appreciate the childminder's flexibility and are satisfied with the service that she provides. However, the childminder has not explored all methods to help support parents as much as possible to extend their children's learning at home. n Children gain a good knowledge and understanding of diversity through a range of activities, discussions and resources. The childminder ensures that children's

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need to do better?

12 July 2022 all-round good health is promoted well, with the daily provision of healthy snacks, fresh air, exercise and good hygiene routines. Children learn about where food comes from. For example, they grow fruit and vegetables and eat them as a snack. n The childminder extends children's thinking and encourages them to explore further. For example, children develop their knowledge of mathematics as they make play dough. They count scoops of flour and the childminder talks to children about 'quarters' and 'equal amounts'. Children are encouraged to develop their control and coordination as they use their hands to make different models. They enjoy the sensory exploration of peppermint and orange as they add scents to the dough. n The childminder evaluates her work well and ensures that her mandatory training is up to date. However, her professional development plans are not yet fully embedded to help extend her practice to a higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of how to keep children safe and is vigilant of the signs that may indicate a child is at risk of harm. She is aware of a range of child protection issues, such as extremism and radicalisation. The childminder knows the procedures to follow should she have any concerns about children. She completes daily safety checks to reduce hazards and ensure a safe environment for children to play in. The childminder is proactive in teaching children how to keep themselves safe. For example, young children are taught how to use knives safely.

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should:

n consider more precisely how to build on what children already know and can do to help them make even better progress in all areas of learning n improve systems for sharing children's learning intentions with their parents to enable them to further support their child's learning at home n explore professional development opportunities to raise the quality of education to an outstanding level.

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Setting details

Unique reference number 314382 Local authority East Riding of Yorkshire Inspection number 10117223 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 10 Date of previous inspection 12 January 2016

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Information about this early years setting

The childminder registered in 1993 and lives in Bridlington. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She occasionally works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector observed an activity and evaluated this with the childminder. She held a number of discussions with the childminder and spoke to the children. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided. n The inspector discussed self-evaluation and how the views of parents and children are included to drive improvement.

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Inspection activities

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

12 July 2022 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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