Childminder in Kingston upon Hull

Overall effectiveness Good

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

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The provision is good

Children thrive in the care of the childminder and her assistant. Children anticipate the arrival of their friends and greet them warmly when they arrive. The childminder places a high priority on enriching children's well-being, self-worth and resilience. She teaches children calming breathing techniques and the importance of kindness to others. Children are confident to keep trying when they have a goal to achieve. For example, children tell the inspector with determination, 'We're going to do potty training'. Children feel safe and secure.

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The provision is good

Overall, children benefit from a curriculum that gives them the skills and knowledge for their next stage in education. They learn early mathematical concepts in preparation for school. For example, the childminder teaches children to count reliably by giving them activities with numbers and objects to count with. Children describe 'one more' when counting out the bears or work out that there are 'too many' when solving problems for themselves. As a result, children make good progress in their learning and development.

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The provision is good

Young children demonstrate their growing independence skills. For instance, they attempt to tidy up, eat by themselves and confidently explore the resources available. Children enjoy a healthy lifestyle. They wash their hands independently before and after meals. Children develop a secure understanding of good procedures for personal hygiene.

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need to do better?

n The childminder has a detailed knowledge of children's individual stages of development and interests. She uses this information well to plan enriching opportunities for children. The childminder recognises how to sequence children's learning, providing them with the ability to reach their full potential. For example, children recall previous learning in order to talk about the role of firefighters and can identify which tools they use and their purpose. n Children have many opportunities to socialise with other children. They develop good social skills. The childminder regularly meets with other childminders to give children opportunities to play and take turns in larger groups. They go on many adventures together. Children talk animatedly about their trips to the parks and marine centre. n The childminder supports children's communication and language skills well. She is an excellent role model to children. For instance, she carefully explains the

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need to do better?

meaning of words in a calm and clear voice. The childminder recalls words that children have previously learned and then repeats words to ensure that children know them. For example, as children describe the job of a builder, they point to pictures and explain that they saw and cut wood. However, children would

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need to do better?

25 January 2024 benefit from more regular opportunities to listen and take part in storytelling to further extend their growing vocabulary. n Children demonstrate wonderful imaginations during their play. They use objects to represent different things. For instance, they use the doll's house as a superhero base and transform the train track into a launch pad for the cars. This helps to extend children's opportunities for learning. n The childminder promotes an inclusive practice. She talks to children about their differences and their various likes and dislikes. Children point out their different likes and interests, such as superheroes and books. This helps children to be thoughtful when choosing and taking turns with toys that everyone will enjoy. n The childminder works alongside parents to ensure that children receive the best possible outcomes. She keeps parents up to date with what their children are

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need to do better?

learning and why. The childminder shares the curriculum with parents so that they can continue their child's learning opportunities at home. Parents are enthusiastic about the wonderful experiences the childminder provides for their children. n The childminder is reflective in her practice. She completes visual safety checks prior to children arriving at her home. The childminder is quick to implement new procedures to improve the safety of the children in her care. n The childminder and her assistant continue to develop their skills and knowledge. They attend regular professional development training courses to increase their understanding on subjects such as speech and language, working with babies and safeguarding children. This supports the childminder and her assistant to put in place an effective curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n provide children with more opportunities to listen, such as taking part in storytelling activities, so that they make even better progress in their speech and language development.

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Setting details

Unique reference number 2732110 Local authority Kingston Upon Hull City Council Inspection number 10326990 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Hull. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 4. She works with an assistant. The childminder provides funded early education for two-,three- and four-year-old children.

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Inspection activities

n This was the first inspection the childminder 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 their evaluation of the childminder. n The childminder and the inspector completed a learning walk together to understand how the early years setting and curriculum are organised. n The inspector made observations throughout the inspection of children's experiences in the setting and assessed the impact 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 and her assistant. This included a review of relevant documentation, such as suitability and training.

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Inspection activities

25 January 2024 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

25 January 2024 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

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

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