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

Children and babies are welcomed by the warm and caring childminder. They develop trusting relationships, including those recently started. They confidently accept hugs and reassurance, which helps them settle quickly. 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. This helps children to feel safe and secure.

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The provision is good

Children enjoy their time outdoors. They are supported to learn about self-care by getting dressed in appropriate footwear and clothing. The childminder plans activities based on the children's needs and interests. She explains to the children what they are going to do, and children respond saying 'I'm so excited'. Children learn to carry the water, trying not to spill it. They develop their pincer grip for writing by filling bottles with coloured water using pipettes. Children are starting to independently use mathematical language such as full, empty and one more as they pour and fill the water jugs. Children play well together and show high levels of engagement in both child-initiated and adult-led activities. They demonstrate excellent focus and attention. Children make good progress in their learning and development.

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need to do better?

n The childminder has a curriculum which is sequenced to give babies and children the skills and knowledge they will need as they grow and develop. For example, babies learn to feed themselves, while older children use tools to cut up their own fruit. The childminder confidently builds on what children already know and can do to make good progress in their learning. n The childminder supports children's communication and language skills well. For instance, she encourages children's imaginary play. Children gather items into a box and pretend to deliver it to the childminder. She signs their delivery note they have made demonstrating mark making. However, sometimes, children are not given enough opportunities to listen and take part in storytelling, songs, and rhymes. This means that opportunities to extend their growing vocabulary even further are missed. n The childminder teaches children the importance of a healthy lifestyle. Children

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need to do better?

learn about looking after their teeth through books and role play. Children practice their brushing skills using laminated teeth. Healthy lunch box ideas are shared with parents. Children wash their hands before eating and after personal care routines. n Regular planned outings enhance children's social experiences and broadens

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need to do better?

3 October 2024 their learning further. Children confidently talk about their friends and the pop- up tent that they like to play in. n Quality resources are accessible to children. The childminder ensures her home is appropriately adapted to meet the developing needs of the children. For example, when babies are crawling, the childminder provides ample safe space to develop this new skill. n Children learn the importance of keeping safe outdoors as the childminder is vigilant and teaches them to watch for obstacles, including the doorstep. As children come down the stairs, they describe how they have to do this carefully, so they do not fall. Older children use cutting tools and know not to put their fingers near these. This helps children to be safe. n The childminder gets to know children well through an effective settling-in process and ongoing conversations with parents. This helps to ensure that individual children's needs are well known and supported.

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need to do better?

n When children first start at the childminder's, she gathers information from parents regarding their children's allergies and dietary requirements. When serving food and planning activities, the childminder ensures these are adhered to. n The childminder regularly assesses children's achievements to ensure they are meeting their milestones. Any gaps in children's learning are quickly identified and activities put in place to support these areas of learning. Additional support is discussed with parents to ensure any relevant referrals to external agencies are implemented quickly. n The childminder understands the importance of continuous professional development. She undertakes a wide range of training to ensure she can provide the best possible care for the children.

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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 extend children's language and vocabulary skills further, such as through storytelling, songs and rhymes so that children make even better progress in their communication and language development.

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Setting details

Unique reference number EY539656 Local authority Kingston Upon Hull City Council Inspection number 10357588 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 8 Date of previous inspection 7 December 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Hessle, Hull. She operates Monday to Thursday 8am to 5pm, term time only and two days a week in school holidays, with the exception of bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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. n The inspector made observations throughout the inspection of children's experiences in the setting, and assessed the impact that this was having 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

3 October 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

3 October 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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