Childminder 2797597

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

p.1

The provision is good

The childminder prioritises children's emotional well-being. The environment she creates is calm and nurturing. She knows the children that attend well. She provides reassurance when children are unsettled. For example, young babies immediately relax when the childminder picks them up to cuddle them. When children attempt an activity or learn new skills, the childminder gives them warm praise. They show determination and focus to try new things and seek out the childminder to share this with. Children are happy and content exploring the space independently. The childminder plans activities taking into account children's interests. Children then remain engaged for long periods.

p.2

The provision is good

The childminder creates a curriculum that builds on what children already know and can do. She has a good understanding of what skills children need to be able to fully access the next stage in their education. She promotes healthy lifestyles. Children are active during their time with her. They go for walks in the local area. The outdoor space is well resourced for children to develop their gross motor skills. For example, the small hill in the garden is used to develop children's balancing skills. Children build obstacle courses to practise climbing.

p.2

need to do better?

n The childminder plans opportunities within the curriculum to promote children's understanding of oral health. For example, she uses role play with dentist kits and model teeth to build children's knowledge in meaningful ways. She also encourages families to be registered with a dentist when children start, reinforcing the importance of healthy lifestyles both in the setting and at home. n The childminder completes all mandatory training. This enables her to continue to stay up to date with any changes to relevant guidance. However, she has not yet created a programme of continuous professional development to increase her knowledge and skills even further and raise teaching to a higher standard. n Children are given opportunities to celebrate their similarities and differences. Children create collages of their faces using natural resources. The childminder discusses children's own features and their uniqueness. This gives children a

p.2

need to do better?

sense of self and acceptance of others. n The childminder has links with the local pre-school and school settings. She understands the importance of communicating with other settings the children also attend. She shares information with them around children's learning and next steps. This ensures continuity of learning for the children. n Relationships with parents are strong. When children have been away for a short period, the childminder understands the importance of discussing with parents any progress or achievements children have made at home. Parents know what their child's next steps in learning are so they can work on those skills at home.

p.2

need to do better?

20 August 2025 The childminder's communication is regular and consistent. n The childminder promotes positive behaviour. She role models expected behaviour for the children. She praises and supports children accordingly, considering their age and stage of development. For example, the childminder builds towers using wooden blocks, and babies smile as they knock them down. She claps and celebrates their achievements, reinforcing positive interactions. n The childminder monitors children's progress and completes ongoing assessments of children's learning and development to identify any gaps. She creates a baseline assessment when children start with her. She discusses with parents any new skills learned at home so she can build on these at the setting. She uses this information to aid her planning of suitable and exciting activities. n The childminder places a strong emphasis on communication and language

p.2

need to do better?

development. She reads stories to babies, carefully labelling objects, such as animals, which helps children make connections between words and meaning. Babies respond by babbling and kicking their legs in excitement. Nursery rhymes are used to create a language-rich environment as children explore. n The childminder engages children in activities they may otherwise choose not to access. For example, children practise their fine motor skills by colouring. Parents comment that their children would not choose to do this other than at the childminder's setting. She engages children's interests and uses these to practise new skills.

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 identify opportunities for additional training to enhance knowledge and teaching skills further.

p.3

Setting details

Unique reference number 2797597 Local authority East Riding of Yorkshire Inspection number 10409202 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 5 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2024 and lives in Gowdall. She operates all year round from 7.30am to 5.30pm, Tuesday and Wednesday, every week, except for bank holidays and family holidays.

p.4

Inspection activities

n The inspector and childminder completed a learning walk and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector and the childminder completed a joint evaluation of an activity. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

Inspection activities

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

20 August 2025 20 August 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.

p.4

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6