Childminder in East Riding of Yorkshire

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 remain safe and well cared for in the childminder's care. Clear information is continually shared with parents to ensure children's needs are met and their learning promoted. The childminder has considered the skills for children to develop so that they are prepared for their future learning. She closely monitors each child's progress and plans future learning experiences to build on their prior knowledge and skills. She also successfully utilises opportunities as they arise to extend children's knowledge. For example, children show excitement as they find frogs in the garden. The childminder uses the opportunity to develop discussions about the size of the frogs, the colour of them and how they jump. When playing in the garden, the childminder helps children to learn how to safely navigate the steps.

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The provision is good

Children's vocabulary is developing as they enjoy listening to daily stories. The childminder takes children to various activity groups where they learn to sit and listen to stories in a larger group. As children get to play and interact with more children, this further supports their personal and social development. Children behave well. They are encouraged to use good manners and to learn to respect clear rules and boundaries. For example, children learn to tidy up their toys and resources before moving on to new activities. The childminder respects children's wishes, giving them choices and listening to them. As she continually explains what she is doing and why, this helps children to wait patiently when needed.

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need to do better?

n Children's safety is maintained due to the childminder's vigilance. Risk assessments are completed prior to the childminder increasing the numbers of children being cared for. She carefully considers if she can meet children's needs and keep them safe, including in the event of an emergency evacuation. n Children develop positive attitudes to learning due to the childminder's quality interactions and engagement. The childminder continually talks to children as they play. She encourages younger children to repeat words and helps older children develop their conversational abilities. Children enjoy singing popular rhymes, which introduces them to lots of vocabulary. However, when asking children questions, the childminder does not consistently give them enough time to think and respond. n Trips to parks provide children with opportunities to access large-scale equipment to develop their climbing skills. The childminder talks to children

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need to do better?

about where milk and eggs come from when they purchase these after visiting the cows and chickens on a farm. Through caring for the childminder's pet tortoise, children learn about hibernation of animals. n Mathematical language is introduced into children's everyday play experiences.

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need to do better?

15 July 2024 For example, the childminder helps children to learn about size as she encourages them to identify which is the biggest and then the smallest dinosaur. The childminder explores children's awareness of full and empty as they fill and empty bowls of pasta. n Children are introduced to counting as they play. For older children, the childminder is beginning to support their understanding of value. Some children are beginning to immediately identify how many pieces there are, and others count to confirm this. However, opportunities to compare quantities are not fully explored. For example, children count out how many pieces of pasta are in different piles but are not encouraged to identify which pile has more. When asked to find six pieces of pasta and they only find four, the childminder adds two pieces without explaining how this now makes six. n Parents confirm that their children have grown in confidence and developed

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need to do better?

knowledge of emotions since attending the childminder's provision. They explain how they are kept well informed through daily discussions and ongoing video and photo updates. n Children develop good health and hygiene practices as part of the routine. Planned activities help children to learn about oral health. Independence is another key skill children are supported to develop. They are encouraged to pour their own drinks and put on their own shoes when going outside. n Increased opportunities are provided for children to learn about similarities and differences. Children freely access a wider range of toys and resources depicting positive images of diversity and disability. Planned activities around cultural events and festivals help children to learn about the world around them.

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 consider how to consistently encourage children to think and respond n consider how to help children to compare differences in quantities.

p.3

Setting details

Unique reference number EY537448 Local authority East Riding of Yorkshire Inspection number 10354508 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 29 November 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Hull. She operates term time only from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate 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 routine 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 spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views of the childminding provision with the inspector. n Children spoke to, or communicated with, the inspector during the inspection.

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Inspection activities

15 July 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

15 July 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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