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

The warm and friendly childminder provides a welcoming environment for children and their families. Children arrive happy and eager to greet their friends. They leave their parents with ease. The childminder prioritises forming caring and meaningful relationships with the children. This helps children to develop confidence and feel safe and secure.

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The provision is good

Children are confident and motivated learners, who develop a positive attitude to their learning. The childminder plans an ambitious and sequenced curriculum that excites and engages children. She plans her setting to enable children to freely explore the environment and access resources independently. The childminder has high expectations of children and links activities to their interests and skills. For example, they bring stories to life and recreate the book 'We're going on a Bear Hunt'. Children explore textures as they walk through water and eagerly rush into the bear cave at the end to hide.

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The provision is good

Children behave well. The childminder acts as a good role model for children. Children have a good awareness of behaviour expectations, such as taking turns in play and sharing. The childminder encourages children to be respectful, use their manners and be kind to each other. She uses praise effectively to support children's self-esteem and confidence.

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need to do better?

n The childminder has a good understanding of what she wants children to learn. She seeks information from parents when children first start and completes her own assessments. The childminder uses this information to identify what children already know and need to learn next. She plans activities and experiences to help children to make the best possible progress in their learning. For instance, older children learn to recognise letters and say simple sounds as they search for letters in pasta. n Overall, children develop good independence and self-care skills. The childminder encourages children to complete tasks for themselves, such as putting their shoes and coats on. Children confidently wash their own hands before they eat. However, the childminder does not fully extend older children's understanding of personal care. For example, children who are capable of independently using the toilet, at times, use potties instead. This does not fully

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need to do better?

support children's independence. n The childminder recognises the importance of developing children's communication and language skills. She narrates as children play and asks them questions to encourage conversations. Children are given the time they need to think and respond. The childminder speaks clearly to the children and repeats

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need to do better?

6 March 2025 words so that they hear the correct pronunciation. Children develop good early communication and language skills. n The childminder understands the importance of keeping her skills and knowledge up to date. She identifies training that reflects the needs of the children who attend. For example, she regularly attends webinars to support her understanding of the areas of learning and how she can fully support children. The childminder works in partnership and welcomes support and advice from her local authority and other local childminders. n Overall, the childminder and any assistants she works with complement each other well. They discuss their practice and communicate effectively to ensure that the routines of the day are well organised. The childminder understands the importance of providing additional support for her assistants to further enhance their knowledge and skills. However, the support is not yet fully effective in

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need to do better?

helping them to broaden their knowledge and support children's outcomes. n Partnerships with parents are highly effective. The childminder communicates well with parents through daily discussions and photos of what the children have been doing. Parents know their child's next steps in learning and ideas for supporting these at home. They say the childminder provides a homely and loving environment for their children. Parents fully appreciate the range of activities and outings the childminder provides for the children. n Children benefit from daily opportunities to explore their local community. For example, children visit parks and enjoy bus rides together. Children enjoy developing their social skills at local playgroups with the other childminders and children. The childminder also supports children to learn about diversity and different cultural celebrations through activities, stories and experiences. This

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need to do better?

enhances children's knowledge of the world around them.

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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 older children to use the toilet independently to fully prepare them for their eventual move to school n extend opportunities for assistants to enable them to develop their skills and support the good quality early years provision.

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Setting details

Unique reference number EY339908 Local authority East Riding of Yorkshire Inspection number 10380730 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 5 Date of previous inspection 20 June 2019

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Information about this early years setting

The childminder registered in 2006 and is located in Hull, East Yorkshire. She works Monday to Friday from 7.30am to 5pm, all year round, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. The childminder works with an assistant on occasion. She offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder, her assistant and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

6 March 2025 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

6 March 2025 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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