Maddison, Jane Catherine

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

p.1

The provision is good

All children thrive in this setting. The childminder sets high expectations for children's learning. Children benefit from her planned curriculum. For example, the childminder encourages children to count segments of orange and seeds in watermelon confidently at snack time. On outings, she supports children to count cars in the car park. When the childminder shows children another car parked behind them, they carefully use their fingers to count one more car. Children are keen to explore a basket of objects with the childminder. They sprinkle fabric leaves over themselves, and the childminder reminds them of when they did this in the park with real leaves.

p.2

The provision is good

The childminder walks to the local school. She collects children on the way and meets families at the school. Parents say that the childminder offers an invaluable service. The childminder fosters close relationships with children, which supports their emotional well-being effectively. She gives children the opportunity to share how they are feeling when they arrive. Children enjoy choosing happy or sad faces to stick on to their snowman. The childminder closely observes children. This helps her to implement strategies swiftly to help children to regulate their behaviour.

p.2

need to do better?

n The childminder observes and listens to children closely. She then skilfully adapts her teaching to support all children. For example, when children start to balance the bricks on the edge of the table, the childminder talks to children about why the bricks are wobbling. She reminds them of the wobbly seat in the park. Together, they wobble and balance their bodies. This supports children to develop a good understanding of concepts in different situations. n The childminder supports children to develop their independence. She encourages children to choose a piece of fruit, and they confidently chop and slice it themselves. Children take pride in being able to do this independently. They have the opportunity to wash and dry the dishes. The childminder supports them to think about who washed up yesterday and whose turn it is today. They enjoy helping the childminder, and they know they have made a contribution.

p.2

need to do better?

n Children develop their understanding of different mathematical concepts. The childminder talks to children about cutting their fruit in 'half' and 'quarters' to develop their mathematical skills. Children articulate themselves well. For example, they share that the watermelon is the same shape as a dinosaur. Children are keen to find the height chart on the wall. They excitedly stand against the wall, and the childminder measures them. The childminder encourages children to estimate how tall they are. They celebrate when they realise they have grown. n The childminder engages well and shares appropriate information with parents.

p.2

need to do better?

21 November 2024 She has good links with other professionals to support children effectively. The childminder visits the school and looks at photos of activities that children take part in. However, for children who attend nursery and also the childminder's setting, she does not share information about children's learning. This means that transitions and preparing children for their next stage of education are not fully effective. n The childminder supports children's understanding of the world. She provides clear explanations to extend children's learning. For example, when children notice the sun and moon in the sky, she explains why they are in the sky. The childminder encourages children to think about the warmth from the sun. Children listen intently and ask why it still feels cold. They look closely at the pond to see if it is frozen. Children walk on the grass and enjoy listening to the frost crunching under their feet.

p.2

need to do better?

n Children confidently choose their favourite books. They enjoy listening to stories and asking questions to further their knowledge. The childminder encourages parents to share books with their children at home. She gives children opportunities to sing rhymes and do actions and movements. Children balance carefully, holding their arms out to steady themselves. n The childminder has a good understanding of how children learn to enhance the teaching of the curriculum. She uses assessments well to ensure that all children make good progress. The childminder accesses training to continually improve her knowledge. She reflects on her practice to make sure that it continues to meet children's needs.

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 develop further sharing of information about children's learning and development with other providers that children attend.

p.3

Setting details

Unique reference number EY300777 Local authority East Riding of Yorkshire Inspection number 10368362 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 6 Number of children on roll 11 Date of previous inspection 18 March 2019

p.4

Information about this early years setting

The childminder registered in 2005 and lives in North Humberside. She operates all year round, from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She offers government funded childcare and receives specific funding for disadvantaged children.

p.4

Inspection activities

n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke with the inspector during the inspection. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector walked with the childminder and the children to school and back to her home. n The inspector observed the interactions between the childminder and the children.

p.4

Inspection activities

21 November 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.

p.4

Inspection activities

21 November 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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