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 Inadequate

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The provision is good

Children are greeted warmly by the childminder. They confidently wave goodbye to their parents as they join their friends in play. Babies show they feel safe as they cuddle into the childminder. Children show wonderful manners as they take turns filling up the 'cement mixer'. They share the dough, making sure they all have a piece.

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The provision is good

Children's interests are used to provide stimulating and challenging activities that support their learning. For example, children count how many cups of sand fill the cement mixer. When they have added the water, they count how many cups of cement they have made, before emptying it onto their building site. Children develop their physical development as they place nappies on the dollies and dress them, ready to take them for a walk. As a result, children, including those with special educational needs and/or disabilities, are making good progress in their learning and development.

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The provision is good

Children from an early age are supported in developing their independence skills. For example, babies hold their cutlery even when being fed by the childminder. Children go to the toilet independently. They wash their hands before eating or handling food. Children make independent choices about what they wish to play.

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need to do better?

n The childminder, her co-childminder and assistant provide a well-structured programme of educational activities that builds on what children already know and can do. The childminder gains substantial information from parents, prior to the child starting. She makes regular assessments of children's progress. This enables her to have the knowledge of what children need to master next and how they like to learn. n The childminder provides children with many opportunities to develop their communication and language. For example, when reading a story, they talk about feelings. The childminder asks children about what makes them feel happy, sad or worried. They answer, 'I'm happy when I get new dresses' and 'I would be shocked if I won £10,000'. Children understand their feelings and can explain these in context. However, the childminder does not always give children time to listen, process and answer before she continues talking. As a result,

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need to do better?

children can miss opportunities to contribute to conversations. n The childminder's assistant helps children to understand where animals live. This is a result of a child planning a visit to a wildlife park. As children select an animal, they identify if it is a farm animal or wild animal. Children recall the sounds the animals make. They laugh as they discuss the possibility of a giraffe living on a farm. Children learn about the world around them.

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need to do better?

9 August 2022 n Children enjoy lots of physical activities, particularly outdoors. After discussing the Commonwealth Games, the children all line up and then race around the garden on bikes, cheering as they reach the finish. They climb on the climbing frame and kick balls to one another. Children develop good physical skills. n The childminder encourages children to develop their mathematical knowledge. For example, they count how many children want the dough. Children concentrate as they complete puzzles. They use mathematical language as they say who comes first, second and third in their races. Children make good progress in their mathematical development. n The childminder provides children with healthy, nutritious meals. She has an up- to-date food hygiene certificate. The childminder is aware of children's allergies and dietary requirements when serving food, and adheres to these always. n Since the childminder's last inspection, she has ensured all her paperwork is up

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need to do better?

to date and relevant. She has worked with external agencies to extend her skills and knowledge, to achieve the best outcomes for all children. n Parents speak very highly of the childminder. They express their gratitude for the support that she offers them with children's milestones, such as potty training, weaning and reducing day sleeps. Parents are kept up to date with their child's daily routines via an app or the daily communication book. Many parents comment on the wonderful meals the childminder provides for the children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear about the procedures to follow should she be concerned about a child in her or her co-childminder's care. She understands the signs and symptoms that may indicate a child may be at risk of harm. Regular safety checks ensure the children's learning environment is safe and secure. She has completed all required records and understands the importance of making sure these are shared with parents. Regular training and reflection ensure that her own and her assistant's knowledge are current. The childminder, her co-childminder and assistant all have a current paediatric first-aid certificate.

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should:

n allow children sufficient time to listen, understand and respond to questions posed by adults, to promote children's language skills more fully.

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Setting details

Unique reference number EY544455 Local authority East Riding of Yorkshire Inspection number 10236951 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 31 Date of previous inspection 14 March 2022

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Information about this early years setting

The childminder registered in 2017. She is situated in Goole, in the East Riding of Yorkshire. She works with her co-childminder and an assistant. The childminder opens Monday to Friday, from 8.15am to 4pm, all year round, except for family and bank holidays. She provides funded early years education for three- and four-year- old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder and the inspector completed a learning walk together to understand how the early years provision and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting, and assessed the impact that this was having on children's learning. n Children spoke to the inspector about their experiences in the setting. n Parents shared their views of the childminder with the inspector. n A meeting was held with the childminder. This included a review of relevant documentation, including suitability and training.

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Inspection activities

9 August 2022 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

9 August 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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