Gibson-Cass, Carol 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 Good

p.1

The provision is good

Children benefit from fun and loving relationships with the childminder at this inclusive and welcoming setting. The childminder creates a warm and inviting home-from-home environment. Children develop strong bonds with her and form positive relationships with each other.

p.2

The provision is good

Children are motivated and eager to learn. They are enthusiastic and have a positive attitude to learning. They enjoy choosing what they want to play with from the wide range of interesting and exciting activities on offer. For example, children use their problem-solving skills to complete a giant jigsaw. They laugh and giggle as they play. The childminder supports this well by joining in with the children and encouraging their imaginative skills.

p.2

The provision is good

The childminder helps children to manage their feelings and behaviour. Children behave very well. They are given clear boundaries and expectations from the childminder. For example, she offers gentle reminders to children about why it is important to let others have a turn during activities. The childminder is a great role model and treats all children with kindness and respect. She praises and encourages children throughout the day. Children respond well to the praise, which supports their self-esteem and well-being.

p.2

need to do better?

n The childminder knows the children in her care very well. She has a good understanding of where children are in their learning and development. The childminder plans and links activities to children's interests and next steps. For example, she has sea life creatures and water set out, as she knows it is of current interest to children. This helps to prepare children with skills and knowledge for their future learning. n The well-qualified childminder reflects on her practice and evaluates the effectiveness of her setting. She is committed to her ongoing professional development. The childminder knows what she does well and where she needs to improve. For example, she has plans to develop learning opportunities for children in her garden. Despite this area being safe and enclosed for children, it does not fully support those children who prefer to learn outside. n Children are confident in expressing their views. They are listened to and given

p.2

need to do better?

time to reply as they engage in high-quality conversations with the childminder. The childminder skilfully questions children to challenge their thinking. For example, when the room turns dark, she asks children why they think this happens. Children recognise that the brightness of the room changes when clouds cover the sun. This helps children to develop the skills they will need for the next stage of their learning.

p.2

need to do better?

13 January 2023 n The childminder helps children to develop a love of reading. Children concentrate and engage fully when the childminder reads to them. She involves them in the story, pointing to the words as she reads. Older children confidently recall characters and events from their favourite stories. The childminder talks about the title and author of the book with the children. Children visit the library with the childminder to borrow books and attend story time. n The childminder has good relationships with parents. She gathers detailed information from them about children's routines and interests when they start. Parents make positive comments about the care their children receive. They say they like the detailed handover at the end of the day. However, the childminder does not make full use of the partnership with parents to fully support children's continued learning at home. n Children's physical skills are well supported in the setting. The childminder

p.2

need to do better?

understands the benefits of outdoor play and fresh air to encourage children's physical and emotional well-being. For example, they go on regular walks to the park and local woodlands. Children have opportunities to use larger equipment as part of developing their physical skills. The childminder takes children to toddler groups, where they learn to play and interact with other children and develop their social skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of what she must do if she has concerns that a child may be at risk. She knows the different types of abuse and understands the signs of them well. The childminder knows the procedure to follow if an allegation is made against herself or a member of her household. The childminder carries out regular risk assessments of her home and garden to ensure the safety of the children. The childminder teaches children about safety effectively. For example, children learn about road safety during outings.

p.3

should:

n develop the outdoor area to provide a more effective learning environment for those children who learn better outdoors n enhance ways to work in partnership with parents to promote children's continued learning at home.

p.3

Setting details

Unique reference number EY483011 Local authority East Riding of Yorkshire Inspection number 10264150 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection 6 June 2017

p.4

Information about this early years setting

The childminder registered in 2014 and lives in Market Weighton, York. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 6. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

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 provider and has taken that into account in her evaluation of the provider. n The childminder showed the inspector around the areas of her home used by children and explained how she supports children's learning and development. n The inspector observed the quality of interactions between the childminder and children and assessed the impact of these on children's learning. n A joint observation was completed by the childminder and inspector. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of the childminder's suitability to work with children. n Parents shared their views of the setting with the inspector.

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Inspection activities

13 January 2023 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

13 January 2023 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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