Childminder EY543684

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Requires improvement

p.1

The provision is good

The childminder's calm and reassuring manner strongly nurtures children's well- being. She is extremely attentive to children's care and learning needs. Children thoroughly enjoy the different activities and games that the childminder plans for them. For example, the childminder develops children's physical skills, such as using scissors or catching a ball. She encourages children to count as they play games together. Children demonstrate strong number skills in these everyday situations.

p.2

The provision is good

The childminder organises regular visits for children, such as trips to the local library and parks. Children tell visitors they really look forward to playing on the swings and slides in the park. The childminder shares books and plans activities that help children understand how their own community and others celebrate special times in their lives. Children begin to appreciate the similarities and differences between themselves and others.

p.2

The provision is good

The curriculum is planned around children's interests and learning needs. The childminder uses her observations of children to determine what they have mastered and what are their next steps in learning. Children make good progress over time. The childminder has high aspirations and wants the very best outcomes for children. She teaches children the skills and knowledge that provide a solid foundation for their future learning.

p.2

need to do better?

n The childminder has worked hard since her last inspection. She is undertaking a nationally recognised training programme to further develop her knowledge and skills. The childminder values the support and guidance provided by the local authority and has developed good partnerships with local childminders. These have had a positive impact on how the childminder plans her curriculum for children's learning and development. n There are strong partnerships between home and the childminder's setting. The childminder keeps parents well informed of children's achievements. Parents are very complimentary about the childminder's caring, professional approach. They know their children are safe and happy in her care. Parents comment on the impact of the childminder's teaching, such as the progress in children's language skills. n Children enjoy pretend play with the resources, such as the toy shop. They take on different roles, for example the shop assistant scanning the shopping.

p.2

need to do better?

Children use their knowledge of the world, alongside their imaginations, as they act out these roles. However, there are fewer opportunities for children to further enhance their problem-solving and critical thinking skills.

p.2

need to do better?

24 September 2025 n Children are excited to tell the childminder about their interests. For example, they talk about a rainbow they have seen recently. The childminder encourages them to recall the colours and shape of the rainbow as they draw pictures of it together. She supports children's communication and language skills well through their meaningful conversations. n The childminder provides many opportunities to foster children's appreciation of the natural world. Children are fascinated as they closely observe caterpillars and tadpoles develop into butterflies and tiny frogs. The childminder teaches children how she looks after her pets. For example, children help the childminder feed the fish. Children begin to learn the importance of caring for living things. n The childminder plans for the time when older children are getting ready to move on to school. She shares information with schools children are going to

p.2

need to do better?

attend to support the transition from her setting. However, she is less proactive at sharing information with other settings that children also attend. This limits a consistent approach in meeting children's individual needs across settings. n Children demonstrate good levels of independence, for example, in managing their self-care needs. They are confident to ask for some help, when needed. The childminder offers just enough support at these times, so children still feel empowered. She praises their efforts, which strongly nurtures children's self- esteem. n The childminder has high expectations for all children. She supports children's emotional development really well. They look at pictures of people displaying different emotions. The childminder teaches children the signs that might indicate how someone is feeling. Children begin to gain a self-awareness of their own feelings and how these can impact on others.

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 provide further opportunities for children to develop their problem-solving and critical thinking skills n build partnerships with other settings that children also attend, to promote consistency in meeting their care and learning needs.

p.3

Setting details

Unique reference number EY543684 Local authority East Riding of Yorkshire Inspection number 10389239 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 9 Date of previous inspection 16 January 2025

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Beverley in the East Riding of Yorkshire. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 2. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children during the inspection. n The childminder and the inspector discussed how the childminder plans her early years provision. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector read recent testimonials to gain parent's views on the childminder's setting.

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Inspection activities

24 September 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

24 September 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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