Lumley, Joanne

Lumley, Joanne

Unique reference number (URN): EY405261 Address: 15 Thorpe Road, Howden, GOOLE, North Humberside, DN14 7AU Type: Childminder Registered with Ofsted: 05/03/2010 Registers: EYR, CCR, VCR Registered person: Lumley, Joanne

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children demonstrate an extensive range of knowledge and skills. They are thoroughly prepared for each stage of development, including transitions to school. Children make consistent progress from their starting points. They are very sociable and highly confident communicators. For instance, they recall specific details from past activities, such as growing fruit and vegetables in the allotment and making a fruit crumble. Children make excellent progress when barriers to learning are identified, supported by the childminder's effective adaptations.

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Achievement Strong standard

Children demonstrate highly developed concentration skills. Older children listen intently to their favourite stories and show a love for books. They recreate the 'Three Little Pigs' houses and spend long periods of time manipulating miniature bricks, sticks and straw. They delight in their individual creations. Younger children show focus and concentration as they play with vehicles and magnetic trains. They show purpose and demonstrate problem- solving skills as they ensure the trains connect together correctly.

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Behaviour, attitudes and establishing routines Strong standard

The childminder displays a very calm, positive and consistent approach to care and learning in her setting. She is a very positive role model to children. She sets very clear routines and expectations from the outset. As a result, children consistently display a positive understanding of behaviour. The childminder successfully supports children to play alongside one another cooperatively. She encourages children to respect each other and models excellent manners and turn-taking. The childminder provides individualised settling- in sessions that help children to feel safe and secure, and she works closely with parents to gain a clear understanding of children's interests and abilities. This information, alongside her own observations, is used very well to plan the next steps in children's learning.

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Behaviour, attitudes and establishing routines Strong standard

The childminder develops secure attachments with children and promotes their emotional wellbeing through warm, nurturing interactions. The childminder places a strong emphasis on developing children's independence, encouraging them to try tasks for themselves while providing support when required. For example, children use knives to spread their own toast and chop up fruit. The childminder demonstrates how to cut safely. Children are fully engaged, confident to take risks and consistently demonstrate a highly positive attitude towards learning. The childminder works very closely with parents to monitor attendance and explains the importance of children attending consistently, which helps to support them in readiness for their next steps in learning, including school.

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Children's welfare and wellbeing Strong standard

By working very closely in partnership with parents when children first join the setting, the childminder gains an excellent understanding of children's individual routines and care needs. She provides a very warm and nurturing environment, which helps children to form secure attachments with her and each other. Children consistently demonstrate that they are very happy and settled in her nurturing care. The environment offers a calming space for rest, and the childminder carefully supervises sleep routines, remaining present with sleeping children to ensure their safety.

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Children's welfare and wellbeing Strong standard

The childminder is highly responsive to children's individual needs and promptly identifies those who may require additional support. She works effectively with other professionals and closely monitors children's wellbeing. Her calm and nurturing approach supports very positive interactions, resulting in children who are extremely content, confident and eager to engage in the exciting activities consistently provided.

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Children's welfare and wellbeing Strong standard

Children's physical and emotional wellbeing receive high priority across the setting. The childminder promotes highly effective health and hygiene practices. She encourages children to adopt very healthy lifestyles, which incorporate lots of fresh air and exercise. She shares healthy eating ideas with parents and talks to children about making healthy choices, helping them to develop a very effective understanding of how to keep their bodies consistently healthy. Care routines are used to help instil health and hygiene from a very young age.

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Curriculum and teaching Strong standard

The childminder successfully implements a broad and enriching curriculum. Children are immersed in a language-rich environment. The childminder expertly extends children's vocabulary and sentences, encourages conversations and gives clear explanations to help children understand new vocabulary. She motivates children to take part in activities that are well planned and purposeful. Children are given ample time to explore resources and return to activities to deepen their learning.

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Curriculum and teaching Strong standard

The childminder takes every opportunity to extend children's knowledge and skills through her positive interactions. She continually uses a range of mathematical vocabulary throughout play and during everyday routines, such as circle time and snack time. She has a secure understanding of how to adapt her teaching and when to seek additional advice for children who have special educational needs and/or disabilities.

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Curriculum and teaching Strong standard

Support for children's personal, social and emotional development is embedded within the childminder's curriculum. She consistently acknowledges how children feel, hugs and comforts them, and gives children ways to manage their emotions when they become frustrated or overwhelmed.

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Curriculum and teaching Strong standard

Children learn about and celebrate diversity. Children explore with chopsticks and learn about Chinese lanterns and dragons as they read a story about Chinese New Year. They meet up with their friends and other childminders in the local community. They visit the forest and explore the natural environment around them. The childminder teaches them about road safety and they practise crossing the road safely.

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Inclusion Strong standard

The childminder's flexible approach, regular research and training, and her inclusive attitude enable her to adapt her teaching when children experience barriers to their learning. For example, she gives additional settling time when children find it difficult to separate from their parents. She communicates with other settings to ensure she supports transitions and provides consistency of care and learning for children who attend more than one setting. The childminder understands how to seek additional funding and how to use this to reduce any barriers to children's learning.

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Inclusion Strong standard

Assessment processes are regular and accurate. These help give the childminder a secure understanding of each child's starting points and progress. She uses this understanding, alongside her robust knowledge of child development, to swiftly identify any gaps in children's learning. The childminder's effective adaptations mean children consistently make swift progress. Parents comment about their children being safe and very well cared for in an inclusive home-from-home setting.

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Inclusion Strong standard

The childminder has a firm understanding of effective strategies to use and processes to follow for children with special educational needs and/or disabilities. She understands her responsibilities and responds in a timely manner to ensure children receive support and advice from other professionals when needed. Her clear focus on children's emotional wellbeing helps children who find regulating and managing their emotions difficult begin to recognise and name how they feel.

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Leadership and governance Strong standard

The childminder is highly perceptive and knows her own strengths. She is ambitious for herself and children. The childminder continually reads, undertakes her own research and knows when to use additional funding to enhance opportunities for children who may be disadvantaged or have special educational needs and/or disabilities.

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Leadership and governance Strong standard

The childminder has a firm understanding of the children who attend. This enables her to deliver an inspiring curriculum that supports all children to thrive. She prioritises and targets her professional development and training well to have a significant impact on children. For example, she has been undertaking training to support her with behaviour management and developing sensory resources for children. The childminder manages her wellbeing and workload effectively and is a positive role model for children. Her passion for removing barriers for children and the inclusive environment she provides help all children achieve.

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Leadership and governance Strong standard

The childminder builds very strong relationships with other childminders and childcare providers to ensure consistency of care and learning for children who attend more than one setting. She is proactive in seeking ongoing professional advice when children and/or their parents need additional support. This includes signposting parents to their health visitor when they have any worries or concerns about their children's development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children benefit from a highly nurturing, welcoming and inclusive home-from-home setting. They flourish due to the childminder's ambitious and skilfully delivered curriculum. Children form very secure bonds with the childminder and each other. They show high levels of concentration and focus as they explore the wide range of motivating and meaningful learning experiences based on their interests. The childminder prioritises children's personal, social and emotional development. This focus, alongside her responsive and nurturing approach, helps children form strong attachments with her. Children show they feel

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Inspector:

Rachael Barrett safe and secure as they continually and confidently express themselves, share stories about their home lives and ask for help when they need it. The childminder always responds with positivity and values each child's thoughts and ideas.

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Inspector:

Children are cared for with genuine affection. This gives children the confidence to explore, learn and enjoy each part of the day with confidence. Children demonstrate that they are settled and relaxed. They have an abundance of opportunities to explore inside and outside. They enjoy regular trips to the allotment and learn how fruit and vegetables are grown and cultivated. Children achieve well from their individual starting points. They show keen interest and excitement in sharing books and stories with the childminder, exploring the pictures in books and confidently predicting what happens next in the story. Barriers are reduced because support is put in place early and teaching is adapted for each child.

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Inspector:

Children thrive because they feel safe, understood and celebrated as individuals. The childminder promotes regular attendance, which helps children feel settled and ready to learn. Children develop independence as they learn to put on their own coats and shoes. They choose from resources and activities that ignite their love of learning. They invite the childminder to play alongside them and they know the importance of tidying away resources before moving on to their next chosen activity.

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Next steps

The childminder should sustain her work to ensure continued improvement and high standards. She should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with the childminder and children during the inspection. She took account of the written views of parents and carers.

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About this inspection

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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Address:

15 Thorpe Road Howden GOOLE North Humberside DN14 7AU

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Address:

Local authority: East Riding of Yorkshire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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