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 Good

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The provision is good

From the beginning, the childminder works in partnership with parents to build positive relationships with them and their children. For example, she gathers information about children, such as their likes, dislikes and routines. This helps the childminder to ensure that children are engaged in activities that interest them. The childminder and her assistant put children at ease and are responsive to their needs. Children respond well to the childminder's warm approach and quickly settle into their routines of the day. They show they feel safe and secure at the childminder's home. This has a direct impact on children's emotional health, as they form secure attachments with the childminder and her assistant.

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The provision is good

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, knowing where the resources are stored. The childminder's curriculum ensures that children have the skills and knowledge that they will need for their next stage in education. Children can choose resources independently or take part in activities planned by the childminder with a learning intention. Parents comment they like the outings that the childminder takes their children on. For example, they attend playgroups in the local community, which helps to give children a sense of belonging as they build on their social skills while meeting new people.

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need to do better?

n The childminder builds on children's mathematical knowledge in a variety of ways. For example, she encourages children to learn to solve puzzles as they complete jigsaws and puzzles of increasing difficulty. They sort and sequence colours and shapes, correctly identifying each one. This helps children to make good progress in their mathematical learning. n The childminder supports children's communication and language skills well. For instance, she use repetition and repeats words back to children in the correct vocabulary. This enables children to hear and repeat the correct sounds. For example, as children complete peg boards, they talk about the animals and where they live. However, the childminder does not give children enough opportunities to listen and take part in storytelling. This means that opportunities to extend their growing vocabulary even further are missed. n Children enthusiastically join in with the range of activities on offer. They are

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need to do better?

inquisitive and ask lots of questions. Children become immersed in their learning as the childminder knows what captures their curiosity. n The childminder uses her skills and knowledge to assess children's learning and development on a regular basis. This identifies any areas of learning that children may need additional interventions to further support their learning. Children make good progress in their learning and development.

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need to do better?

30 September 2024 n Children develop their physical skills well. For example, children use their hand- eye coordination to connect pieces of train track and move them around until they achieve the shape they want. They use magnetic connections to connect the trains. The childminder provides children with a wide variety of resources outdoors to help to develop their gross motor skills. n The childminder is aware of children's allergies and dietary requirements when serving food and ensures that these are adhered to. She shares healthy food ideas for children's packed lunches with parents to promote healthy eating practices. n Parents report that they find the childminder and her assistant to be approachable and like family. They feel informed about what their children are doing, including any trips they make. The childminder discusses children's progress on a regular basis and shares ideas for children's learning. This helps to

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need to do better?

provide a consistent approach to children's learning. n Routines in the childminder's home are embedded. This helps to support children to undertake personal care tasks independently. For example, children learn to wash their hands before mealtimes. The childminder works closely with parents to support children when they are developmentally ready to build on their self- care skills, such as toilet training. n The childminder links with local childminders for support and advice. She reflects on the curriculum she provides for children and keeps her knowledge and training up to date. The childminder seeks the support of the local authority's early years team as necessary.

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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 support children to further develop their growing vocabulary and a love of stories, such as by providing more opportunities for children to listen attentively and respond with comprehension to familiar stories.

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Setting details

Unique reference number EY351320 Local authority Kingston Upon Hull City Council Inspection number 10355408 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 12 Number of children on roll 6 Date of previous inspection 28 November 2018

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Information about this early years setting

The childminder registered in 2007 and lives in Bransholme, Hull. She works with an assistant. The childminder holds a childcare qualification at level 3. She operates all year round, from 7am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare.

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Inspection activities

n The childminder and the inspector completed a learning walk together to understand how the early years provision and curriculum are organised. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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 what they enjoy doing while with the childminder. 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.

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Inspection activities

30 September 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

30 September 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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