Metcalf, Samantha Jane

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 are warmly welcomed into this calm and nurturing environment. The childminder and her assistant are exceptionally warm, loving and kind to the children. Children quickly form strong bonds with them, which helps to support children's emotional development. For example, when younger children become tired, the childminder is quick to offer them cuddles and reassurance.

p.2

The provision is good

Children make good progress in their learning. Throughout the day, they laugh and giggle as they play together. Children are motivated and busy learners. They choose from a wide range of different resources to explore both indoors and outdoors. For example, children search for picture cards that have been hidden around the garden. They enjoy posting them in the post box, developing their physical skills. The childminder plans activities that consider children's interests and learning needs.

p.2

The provision is good

Children behave very well. The childminder has high expectations for their behaviour and acts as a positive role model. She teaches children to use manners and regularly praises them. This helps to build their self-esteem and confidence. For example, children consistently say 'please' and 'thank you'. Children show respect and kindness to each other and take care of their environment. For example, they help to tidy up the toys when they finish playing with them.

p.2

need to do better?

n Children are provided with a rich set of experiences outside of the home. For example, they visit the local beach and Buddhist temple. This gives children opportunities to explore the world around them. The childminder attends regular playgroups and meets with other local childminders. This helps to strengthen children's social development through their interactions with other children. n Children are confident communicators. The childminder encourages quality conversations with them. She ensures that they always have enough time to think and respond. The childminder skilfully introduces new vocabulary and encourages children to repeat back unfamiliar words. For example, she introduces words such as 'cocoon' and 'watermelon' as she reads the story of 'The Very Hungry Caterpillar'. The childminder offers children opportunities throughout the day to repeat the words back and use them in context. n Partnerships with parents are very strong. Parents are complimentary about the

p.2

need to do better?

care and learning opportunities the childminder provides. They say they value the daily communication about and photos of their children's day on the online application. The childminder considers parents' views using questionnaires. For example, she has introduced a parent communication board in the setting. This provides parents with useful information and guidance.

p.2

need to do better?

22 May 2023 n The childminder uses strategies to support children to recognise and manage their feelings and emotions. For instance, a 'worry hand' is available on the wall for children to use if they arrive feeling upset or anxious about something. Children also learn to use the 'buddy bench' and how to notice when others may be feeling lonely or need some support. This gives children the confidence to express and manage their feelings and emotions. n The childminder and her assistant build positive relationships with children. They use their understanding of children's interests to plan activities that they will enjoy. However, at times, during planned activities, the childminder does not deploy her assistant effectively to support all children's learning. This results in times when purposeful interaction and learning opportunities are not maximised. n Children's early mathematical skills are given high priority and embedded into

p.2

need to do better?

practice. Concepts and language are threaded into all activities. For example, children learn the vocabulary of size as they use rulers to measure their 'caterpillars'. All children delight as the assistant performs magic tricks. They count the number of balls that he pulls out from their ears together. This helps them to develop an understanding of maths in an enjoyable and interactive way. n Children display high levels of confidence, engagement and delight as they explore the refurbished garden. They run around with confidence, showing off their great balancing and coordination skills on the balance beams. Children develop their problem-solving skills and discuss adding water to sand, making it strong enough to build their sandcastles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their responsibilities to keep children safe. They have a good understanding of the signs and symptoms that a child may be at risk of harm. They know how to report their concerns to the appropriate authorities. They work closely with their local safeguarding partners if they need support or advice. The childminder and her assistant regularly check the environment to ensure that it is safe for children to play in and follow thorough hygiene procedures. They securely know the actions to take in the event of an allegation being made against an adult.

p.3

should:

n review the deployment of assistants to ensure that children's learning is fully supported at all times, such as in larger group planned activities.

p.3

Setting details

Unique reference number EY488634 Local authority East Riding of Yorkshire Inspection number 10285819 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 7 Number of children on roll 12 Date of previous inspection 19 October 2017

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Driffield. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. The childminder holds an appropriate early years qualification at level 3. 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 has 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 her evaluation of the provision. n The childminder showed the inspector around areas of her setting used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the childminder, her assistant and the children. n The inspector held discussions with the childminder and her assistant regularly during the inspection. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

p.5

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.

p.5

Inspection activities

22 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6