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 arrive content and thoroughly enjoy their time with the childminder. They happily leave their parents on arrival and quickly engage in play. Children feel safe and secure knowing their needs are met. They have developed secure relationships with the childminder, her co-childminder and assistant. Children confidently go to the childminder for support with activities, reassurance and a cuddle when needed.

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The provision is good

Children are familiar with their daily routines. They respond well to praise, as it is made clear why they are being praised. Children show good manners, and the childminder quickly reminds them if they forget. As a result, children's behaviour and attitudes are wonderful.

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The provision is good

Children's current interests and needs are followed to create stimulating and challenging activities. For example, when playing with the dough, children create farm animals, such as cows and sheep. They discuss what sounds they make, where they live on the farm and what they eat. 'I have a horse called Bread, he eats hay', says a child. The children have made a picture of a farmer. They recall what they have previously learned, explaining that the farmer sows the seeds to grow wheat to make bread. Children learn about the world around them.

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need to do better?

n The childminder uses the children's interests and needs to put in place an effective programme of educational activities. For example, she encourages children's interest in building to extend their understanding of numbers and counting. Children count as they scoop sand into the mixer to create cement. They count the bricks as they cement them in place. As a result, children make good progress in their learning and development, including children with special educational needs and/or disabilities. n The childminder supports children to become independent learners. Children are learning to put on their shoes, hats and sun cream. They access the toilet independently and wash their hands. Children can choose where and what they want to play with from a wide variety of resources and activities. Children learn to be independent in preparation for their move to school. n The childminder uses different ways to promote children's speech and language

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need to do better?

skills. When sharing stories, she uses props to enhance the children's experience of the books. For example, she uses 'emotion stones' and pulls different faces when reading about feelings. The childminder uses lots of repetition and recalling of words. However, the childminder sometimes uses very large sentences when speaking to children. This does not give children time to understand what the childminder is asking or telling them. n The childminder teaches children how to be healthy. This includes developing an

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need to do better?

9 August 2022 understanding about their dental health. Children learn to identify food that is good for them and food that is not good for their teeth or health, if eaten too often. Children feel their racing heart after riding around the garden on their bikes. Children understand what makes them heathy and learn to make healthy choices. n The childminder encourages children to take part in activities that develop their skills, ready for writing. For example, children use their fingers to draw in the wet sand. They pinch and squeeze the play dough to strengthen their hands. Children learn to hold a pencil as they draw their pictures. Children develop good pre-writing skills in preparation for writing. n The childminder, her co-childminder and assistant have made many improvements to their record keeping since their last inspection. They have attended training to ensure their skills and knowledge are up to date and

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need to do better?

relevant. The childminder is passionate about caring for children, which is reflected in her practice. n Partnership with parents is lovely. Parents can settle children into their day again in the childminder's home following the COVID-19 pandemic restrictions being lifted. Parents value the support offered to them as they work with the childminder on potty training, weaning and reducing day sleeps. Parents are kept fully informed about their child's routine and are regularly updated regarding their child's progress in their learning and development.

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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. All required records are completed and the childminder understands the importance of making sure these are shared with parents. The childminder, her co-childminder and assistant all have a current paediatric first-aid certificate to enable them to respond to any accidents or incidents appropriately.

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should:

n ensure sentences and instructions spoken to children are short and clear, to enable them to understand and process what is being said.

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Setting details

Unique reference number EY548002 Local authority East Riding of Yorkshire Inspection number 10236947 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, 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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