Young, Kerryann

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

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The provision is good

Children are warmly welcomed by the childminder and her co-childminder. The childminder puts children at ease and is responsive to their needs. For example, when children become tired, they seek the childminder out for reassurance. The childminder offers children cuddles and takes time to comfort them. Children respond well to her warm approach and quickly settle back into their play. They demonstrate that they feel safe and secure at the childminder's home. The childminder teaches children to understand their emerging emotions and gives them the words to express their feelings. This has a positive impact on children's emotional well-being, as they form secure attachments with the childminder.

p.2

The provision is good

The childminder has an effective curriculum that meets the needs of all children that attend. She builds on what children know and can do, and creates activities that spark their interests. For example, children strengthen their understanding of number and length as they push cars along a piece of paper to reach a variety of numbers. Children aim their cars at the numbers or colours for younger children. The childminder introduces words, such as 'gentle', 'slowly' and 'fast', to describe the pressure children apply to the cars. This helps children to understand number recognition and use mathematical language in their play.

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need to do better?

n Overall, the childminder supports children's communication skills well. She engages children in conversations and asks them open-ended questions as they play. The childminder gives children time to think and consider what she has asked them. However, she does not consistently provide opportunities for children to listen attentively and respond with comprehension to familiar stories, rhymes and songs. This means that children do not have consistent opportunities to extend their growing vocabulary even further. n Children have positive attitudes to their learning and behave well during their time at the childminder's home. For example, at tidy-up time, children are eager to help and respond positively to the childminder's request for help. They enjoy the responsibility of helping with small tasks and receive lots of positive praise from the childminder. n Children develop their physical skills well. Older children develop their fine motor

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need to do better?

skills ready for writing, such as by connecting small magnets together then pulling them apart. Younger children pull themselves up to a standing position ready for walking. Children make good progress in their physical development. n The childminder observes and assesses children's development effectively. She uses children's next steps in development and interests to plan activities to engage children. For instance, the childminder encourages children to complete jigsaws of increasing difficulty to determine what they have previously learned

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need to do better?

26 February 2024 and understood. This helps children to make good progress in their learning and development. n Children learn good hygiene routines and build their independence. For example, they wash their hands before and after eating and personal care routines. Following a visit from the dental health team, children learn about the importance of brushing their teeth and making healthy choices. n The childminder and co-childminder support children's socialisation skills by introducing children to wider groups of children. They regularly attend playgroups and soft-play centres. Children learn to take turns, play with other children, and make independent choices in who and what they play with. This helps to build children's confidence in social situations. n The childminder ensures that her skills and knowledge are up to date by completing regular training courses. She evaluates her practice well and

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need to do better?

considers what improvements she would like to make. This helps to ensure that the childminder's provision and practice meets children's needs. n The childminder plans a range of outings and organises visits to emergency services to provide children with new experiences and knowledge. For example, children visit the fire station where they find out how everything works inside the fire engine. Children learn to keep safe as they regularly practise their evacuation procedures. n Parents make positive comments about the care which the childminder provides. They value the home-from-home environment and the wonderful experiences, including many trips, that the childminder provides. The childminder regularly informs parents about their children's progress. She shares ideas about how parents can further support their children's learning at home.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n provide opportunities for children to listen attentively and respond to familiar stories, rhymes and songs so that they develop an even greater understanding of words and stories.

p.3

Setting details

Unique reference number EY430251 Local authority North Lincolnshire Inspection number 10317064 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 12 Number of children on roll 8 Date of previous inspection 21 May 2018

p.4

Information about this early years setting

The childminder registered in 2011 and lives Scunthorpe. She operates all year round, from 7am to 5pm on Monday to Thursday, and from 7am to 4pm on Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 6 and works with a co-childminder. She 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 provision 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 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. n The inspector spoke with the co-childminder at appropriate times during the inspection and took account of their views

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Inspection activities

26 February 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

26 February 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

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