Hayzelden, Susan

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

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The provision is outstanding

The childminder warmly welcomes children into her nurturing and encouraging care. Children benefit hugely from the childminder's child-centred curriculum. The childminder has an expert understanding of how children learn and continually builds on what children know and can do. Children master key skills they need for their future development and are exceptionally well prepared for school. For instance, from an early age, children develop their hand-eye coordination and independence extremely well.

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The provision is outstanding

Children demonstrate high levels of focus and perseverance, such as they pour, mix and roll biscuit dough to achieve an intended outcome. The childminder promotes children's curiosity and sense of wonder through carefully considering the type of resources, equipment and learning she creates, indoors and outside. This helps children to make excellent progress in their learning and development.

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The provision is outstanding

The childminder has consistently high expectations for children in all aspects of their learning and behaviour. She is an exceptional role model for children, demonstrating patience and offering praise and encouragement to support children's emotional well-being. Children effortlessly use wonderful manners and show a deep respect towards the childminder as they share their snack and drink together. Children look after the toys and carefully pack them away when they want to explore something new. This helps children to feel safe and secure.

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need to do better?

n Children enthusiastically join in with the wide range of activities on offer. They are inquisitive and ask lots of questions. Children become immersed in their learning as the childminder knows what captures their curiosity. She plays alongside children, encouraging their imaginative play and provides some exemplary teaching moments, including mathematics and understanding the world around them. n The childminder regularly checks the impact of her teaching, encouraging children to recall what they have learned. Children undertake targeted learning programmes to ensure that any gaps in learning are swiftly reduced. For example, children count out dinosaurs using tweezers to develop their pincer grip for early writing. They count out 'one more' and 'one less' while creating repetitive patterns. This helps to secure their understanding of number and counting. n The childminder provides a highly effective language-rich learning environment.

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need to do better?

She models language for children to learn from and skilfully teaches children of all ages how to use new words in context. Children are exceptionally confident communicators. For example, they use their imaginations to hold in-depth

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need to do better?

5 March 2024 conversations with the childminder about the daily activities of their role-play people. Children develop excellent language skills. n Children are engrossed in the childminder's storytelling. They listen carefully and point out characters on the page. They burst into song, singing 'The Wheels on the Bus', when they spot a bus in the story. The childminder asks open-ended questions to clarify what children have learned and understood. This helps children to develop a love of stories and storytelling. n The childminder ensures that children have many experiences outside of her home. For example, they visit the cows as they are milked, then buy the milk fresh from the shop. Children visit museums and local art galleries. This supports children's interest in the world around them. n Parents comment that the childminder is like family to them. They are involved in any decision making on their children's next steps in learning. This helps to

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need to do better?

provide a consistent learning experience for children at home and at the childminder's setting. n Children learn to be independent from an early age. They confidently wash their hands before eating and after personal care routines. Children choose their own play resources and help to tidy away their toys. They make healthy choices about what they eat and drink. n The childminder fully understands her responsibilities in relation to keeping children safe. She supervises children vigilantly. The childminder is alert to the signs that may indicate a child is at risk of harm and knows the procedures to follow to report any concerns. n The childminder is reflective on her practice and seeks out additional training when needed to strengthen her knowledge and skills. She works well with other local agencies to ensure that her practice meets the individual needs of each child in her care.

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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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Setting details

Unique reference number EY265782 Local authority Kingston Upon Hull City Council Inspection number 10317040 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 4 Date of previous inspection 14 May 2018

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Information about this early years setting

The childminder registered in 2003 and lives in Hull. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. 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 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. This included a review of relevant documentation, including training.

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Inspection activities

5 March 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

5 March 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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