Childminder in East Riding of Yorkshire

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are eager for their friends to arrive at the childminder's house. They welcome them happily and enjoy spending time together. The childminder finds out about what children like from their parents. She provides a range of resources for the children to enjoy. Children know where their favourite toys are and find them with ease. When children both want to play with the pram, conflicts arise. Children become upset and unsettled when the childminder does not get there quickly to stop the conflict. Although children do calm down, the childminder does not support children to understand why their behaviour could be dangerous. As a result, children do not effectively learn how to keep themselves safe.

p.2

The provision requires improvement

The childminder plans her educational programme based on a different letter sound each week. The children use their imagination as they represent small pom- poms as sweets from Hull Fair. Children use the tweezers to pick up the pom- poms, supporting their physical development. However, the childminder plans a range of adult-led activities which are not aimed at the age and stage in learning for the younger children. Therefore, children do not make the best possible progress of which they are capable, across the seven areas of learning.

p.2

need to do better?

n The routines throughout the day do not always meet the individual needs of the children. For example, toileting and self-care routines do not always consider children's privacy. Hygiene routines are not consistently followed or encouraged by the childminder. This does not promote children's good health. n The childminder observes the children to find out what they know and can do. Although the childminder knows where children are at in their learning, she does not always use this knowledge when planning activities for children. Activities do not consistently build on what children already know, to help prepare them for the next stage in their learning. As a result, children do not make the best possible progress to meet their true potential. n The childminder uses books and singing with children to support their communication and language development. For example, she talks to older children about what happens inside their body as they look at a non-fiction book

p.2

need to do better?

together. At times, the childminder moves on too quickly for children. For example, as children are eating their snack, the childminder starts song time. Some children are unable to join in with the words in the song as they are still eating. Therefore, children do not get consistent opportunities to fully develop their early communication and language skills. n Children talk about the trip they went on with the childminder to the fire station. The childminder explains this linked to children's interest in wheels. She explains how taking the children on trips and being outdoors helps to develop children's

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need to do better?

12 October 2022 understanding of the world. n The childminder identifies training which will help to improve her practice. For example, she explains she is wanting to access a course to help her with organising her educational programmes, to meet children's individual needs. The childminder has completed a range of training. This includes phonics training, which she uses in her practice with children as she introduces the letter sound of the week. n Parents comment on how happy they are with the information they receive from the childminder. They know their children are learning letter sounds. Families who are new to the setting are supported well to settle in. Parents explain their child has settled well after being a little unsure at first. As a result, children and parents form good relationships with the childminder. n The childminder shares observations and assessments of children's learning with

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need to do better?

parents and other agencies. She uses these assessments to identify if children need any additional support. For example, she explains how she uses the progress check for children aged two years and shares this alongside children's learning journey with the health visitor. This helps children to receive the additional support they may require in their learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder assesses the risks in her environment carefully to ensure any broken toys are removed and any risks to children are minimised. She explains how she ensures children remain safe on outings, including taking emergency contact details and a first-aid kit. The childminder knows the possible signs she may see if a child was at risk of harm, including if they were exposed to extreme views. The childminder explains the procedure she would follow, if there was an allegation made against herself or another household member. She understands the local safeguarding partnership reporting procedures.

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Due date

put in place effective hygiene and self- care practices that promote the good health of children and help to minimise or stop the spread of infection 11/11/2022

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Due date

12 October 2022 design and put in place a developmentally appropriate educational programme that builds on what children know and can do, to help them make the best possible progress in their learning. 08/12/2022

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should:

n support children further to understand the possible consequences of their behaviour, to help keep themselves safe n strengthen opportunities to develop all children's communication and language skills.

p.4

Setting details

Unique reference number 2571108 Local authority East Riding of Yorkshire Inspection number 10250863 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 20 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in August 2020. She lives in Willerby in East Yorkshire. The childminder provides childcare from Monday to Thursday, from 7.30am to 6.30pm, all year round, excluding family holidays.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning.

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Inspection activities

n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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 October 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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