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 Not applicable

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The provision is good

Children are very happy in the childminder's care. They eagerly come into her home and quickly find their friends and their favourite toys. Parents comment that their children engage in 'fantastic learning' while they are playing. They know that their children are learning all about numbers and the seasons while having lots of fun outdoors. The childminder plans her curriculum around what she knows children need to learn next. She uses her extensive, exciting and well-equipped outdoor environment to deliver and provide opportunities for children to make good progress in their learning.

p.2

The provision is good

Children use a basket swing together to act out role-playing games. They tell the childminder that they are 'going to space', counting forwards and backwards. When children struggle to share or wait for resources, the childminder shows a good level of sensitivity and understanding. She talks calmly to children, and this helps them to tell her how they are feeling.

p.2

The provision is good

Children gain a very good knowledge and understanding of nature, and this is supported by the childminder's very effective teaching. For example, the childminder answers children's questions and addresses their misunderstandings with clear and accurate information. For example, when children see a 'spider' in the den, she sensitively collects it and explains that it is a harvestman, which is not a spider. The childminder tells children all about the differences and acknowledges the similarities between the two. She reinforces the importance of caring for creatures by carefully placing it back after their discussion.

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need to do better?

n The childminder knows all the children extremely well. She has a wealth of knowledge about their individual needs and abilities. However, when children attend other settings, the childminder does not consistently share information with other professionals to support children's progress even further. n Children with special educational needs and/or disabilities (SEND) attend the setting. Professionals, such as speech and language therapists, share reports with the childminder, which set very specific targets for children's all-round learning. However, the childminder does not consider how best to incorporate these targets to ensure that the curriculum is highly specific to children's individual needs. n Children spend the majority of their time in the rich outdoor environment. They also go on regular walks and adventures in the rural location of the setting. This helps to promote children's physical and emotional health and all-round well-

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need to do better?

being. n Children are very inquisitive. They find icy patches outside on different surfaces.

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need to do better?

28 November 2024 They then collect water from the outdoor tap and throw it on the concrete to 'make ice'. Children ask lots of questions and show an interest in what they see around them. n Older children develop their key skills in readiness for the next stage in their learning, such as starting school. The childminder uses the knowledge and information that she has gained from working with children to plan what they need next and how best she can teach these new skills. n The childminder supports children's communication and language skills generally well. For example, she encourages children to join in with songs, action rhymes and recall the endings of familiar rhymes. However, sometimes, when children get over excited, the language they use with each other during play is not always appropriate. At these times, the childminder does not consistently help children to learn how to interact with each other.

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need to do better?

n Children notice and comment on shapes that they can see at snack time. The childminder extends this learning by asking about shapes. Children explain that circles go 'round and round', using their fingers to draw in the air. At the same time, children learn new vocabulary, such as 'knot'. The childminder tells them that these are the circular marks in the wood that children recognise as circles. n Children know and understand the importance of following good hygiene practices. They automatically wash their hands after using the toilet, and they know why they each have their own individual flannels. n The childminder tunes in to what children are saying and doing. She then sensitively supports them with whatever it is that they need. This helps children with new stages of their development, such as toilet training. n The childminder keeps up to date with current early years practice using childminding hubs and social networking groups. She also knows to seek support

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need to do better?

from her local authority adviser if needed.

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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 find ways to engage effectively with other professionals and share information when children attend another setting n use specific feedback from other professionals, such as speech and language therapists, to enhance the curriculum even further for children with SEND n model caring responses and help children to fully understand how to talk and interact with each other.

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Setting details

Unique reference number 2697131 Local authority East Riding of Yorkshire Inspection number 10368217 Type of provision Childminder

p.4

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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in September 2022 and lives in Harpham, Driffield. She operates all year round, from 8am to 4.15pm, Tuesday to Friday, except for bank holidays and family holidays. She provides government funded childcare.

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Inspection activities

n The inspector viewed the provision and talked with the childminder about the safety and security of the setting. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n The inspector spoke with children and 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 looked at a sample of documents required for the safe and effective management of the setting. This included training certificates, suitability checks, safeguarding policies and information stored electronically.

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Inspection activities

28 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.

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Inspection activities

28 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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