Lister, Lea

Lister, Lea

Unique reference number (URN): 2761880 Address: 30 Third Avenue, Bridlington, YO15 2LZ Type: Childminder Registered with Ofsted: 28/11/2023 Registers: EYR, CCR, VCR Registered person: Lister, Lea

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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 Expected standard

Children's progress is typical for their age and stage of development. Younger children gain confidence in saying new words; for instance, they use descriptive words such as slippy, soft and squeeze as they use their hands to mix paint. They benefit from storytelling and listen attentively. They search for characters in stories that match their props and anticipate the next page. Children's language skills develop as they hear words pronounced clearly by the childminder. They enjoy repeating these new words to further their developing speaking skills. Background music during children's play can sometimes reduce opportunities for children to clearly hear the pronunciation of words.

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Achievement Expected standard

Children have a positive attitude to trying new activities and persist when learning is more challenging. For instance, as they fit together the train track, they match and turn the connecting pieces to secure them. They attach carriages to trains and watch with delight as the train moves around the track. Children gain confidence in their growing abilities, which lays important foundations for future learning, including school, when the time comes.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships between the childminder and children support emotional wellbeing and confidence. Children are encouraged to collaborate, share resources and play cooperatively, developing social skills and understanding how their behaviour affects others. Children are curious, engaged and eager to learn, showing high levels of concentration and motivation in a range of purposeful activities. For example, balancing containers on top of each other. The childminder guides children to concentrate, focus on what matters and hold information in mind, supporting their learning and development. Positive behaviour and achievements are consistently reinforced through praise, helping children feel valued and confident.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has appropriate expectations for children's behaviour. She sensitively encourages kindness and cooperation and thoughtfully supports children in expressing their feelings and worries. When children need extra reassurance, the childminder provides calm and gentle encouragement at the level of their understanding. The atmosphere at the setting is loving and caring, and children are supported during their play. The childminder works closely with families and offers support and guidance where barriers arise such as toilet training. This collaborative approach has a positive impact on children's wellbeing and helps to ensure that they benefit fully from their time in her care. When children do not attend the childminder quickly identifies and records any reasons for this. The importance of regular attendance to support children's routines is shared with parents.

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Children's welfare and wellbeing Expected standard

Secure and responsive relationships are established between the childminder and the children she cares for, providing emotional security and helping children develop trust, confidence and a sense of belonging. Children are supported to understand their physical development, personal safety, health and wellbeing. As children eat snacks, the childminder encourages them to think about healthy foods and the importance of eating while sitting safely. Children learn about foods that help their bodies and teeth stay healthy, and parents are guided to provide nutritious packed lunches. Daily outdoor activities, healthy routines and age-appropriate tasks, such as handwashing and tidying up, promote independence and an understanding of their personal care needs. Children are rigorously monitored when taking naps and safer sleeping guidance is fully implemented into practice.

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Children's welfare and wellbeing Expected standard

Children benefit from the access that they have to the childminder's garden, where they can run around in the fresh air and practise their physical skills. The childminder gathers information from parents on children's food preferences and allergies to ensure their safety. Age-appropriate strategies are used to help children to manage their emotions. For example, she soothes and cuddles children who are becoming tired. Children seek out the childminder for help and reassurance when needed demonstrating their love and trust for the childminder, and they move about her home with confidence and ease. The childminder has strategies in place to support children who may face barriers to their learning, such as those with special educational needs and/or disabilities.

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Curriculum and teaching Expected standard

The childminder delivers a curriculum that is ambitious and sequenced, enabling all children to learn more and develop new skills. Teaching is effective, with activities and progress carefully monitored to build on prior learning. The childminder has a secure knowledge of early education and child development, supporting children to be ready for the next stage of learning, including school. The childminder provides a nurturing, inclusive and well- structured environment where children make steady progress, develop independence and enjoy their learning.

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Curriculum and teaching Expected standard

Children are encouraged to develop independence and physical skills through everyday tasks, such as dressing, cutting fruit, making independent choices and tidying toys. Literacy is embedded across activities, fostering a love of books from an early age, while mathematics is taught confidently and included in all opportunities for learning.

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Curriculum and teaching Expected standard

The childminder identifies when children need additional support and works with parents and professionals to meet individual needs. The childminder speaks in a clear voice and uses a wide vocabulary to support children's language skills. However, the childminder has not yet considered the possible negative impact background music and stories have on children's ability to listen to enhance their communication and language development.

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Inclusion Expected standard

The childminder maintains high expectations for all children and supports them to achieve their next steps. The childminder's secure knowledge of child development enables her to identify what children need at different stages and plan experiences that support their progress. The childminder carries out regular observations and uses these, alongside information gathered from parents when children first start and through ongoing daily conversations, to support each child. She signposts parents to helpful information or external partners, such as health visitors, when additional support may be beneficial. The childminder reflects regularly on what is working well and what could be improved, plans next steps, puts them into practice, and reviews the impact. She can identify appropriate uses of any additional funding to support children to reduce barriers to their learning or wellbeing. This reflective and responsive approach contributes meaningfully to improved

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Inclusion Expected standard

outcomes for children, ensuring they feel supported and understood.

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Inclusion Expected standard

Generally the childminder understands the importance of providing high-quality childcare for all children. She is reflective of her professional development. The childminder reviews her training needs and seeks opportunities to strengthen her skills so she can support all children, including children with SEND or those who may be disadvantaged.

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Leadership and governance Expected standard

The childminder ensures children's learning and wellbeing are a priority. She uses her in- depth knowledge of their early experiences, gathered from strong partnerships with families, to promote their learning. For example, she has behaviour management and teaching strategies in place that promote children's understanding of sharing and taking turns. The childminder provides effective care practices that meet the individual needs of all children, including those with special educational needs and/or disabilities or who are known (or previously known) to children's social care. She regularly attends training to ensure her skills and knowledge are up to date and relevant. The childminder has a sound understanding of each child's progress and is clear what children need to learn next to build on what they already know and can do. The childminder uses the local environment to extend children's knowledge of the world. Regular visits to the local beach and historic places of interest

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Leadership and governance Expected standard

provide children with experiences that they may not otherwise gain.

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Leadership and governance Expected standard

The childminder evaluates her environment well and takes on board feedback from parents and other professionals to enhance the care that she provides. She manages her workload effectively. The childminder ensures that routines, planning and documentation are proportionate and manageable. The childminder has not yet considered the impact of external factors such as background music on children's concentration which could impact on further language acquisition.

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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 are provided a warm and nurturing environment in which they can explore, learn and play. Information about each child is gathered before children start which enables the childminder to provide activities based on their interests and needs. Effective settling in visits provide children with the emotional support that they need to separate calmly from parents. Children's wellbeing is at the forefront of the childminders practice and is supported by a consistent two-way flow of information with parents. Children learn nice manners and are gently reminded when they forget.

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

Each child is valued for their unique interests, abilities and learning styles, and the childminder supports them accordingly. Regular attendance helps children build confidence and resilience and establish routines, allowing them to make continual progress. Through play and daily activities, children develop the knowledge, skills and confidence needed to secure a positive start in life. They are socially confident, communicate their needs and form positive relationships with the childminder and their friends. For example, children are given choices in how they use the painting resources. They develop finger strength using pegs to pick up cotton wool balls and dip in paint, children are encouraged to describe the feeling of the paint on their hands as they make handprints on their lanterns.

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

Overall, children feel safe in a welcoming and nurturing environment where they are valued as individuals. The childminder continuing to strengthen inclusion for children with barriers to their learning and maintaining early identification and assessment, she ensures that all children can flourish, achieve their potential and enjoy their learning

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Address:

Operating hours: Monday : 08:00 - 18:00,Tuesday : 08:00 - 15:00,Wednesday,Thursday : 07:30 - 06:00,Friday : 08:00 - 16:00

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Address:

Local authority: East Riding of Yorkshire

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Next steps

The childminder should consider external factors such as background music on children's speech and language development.

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About this inspection

The inspector spoke with the childminder during the inspection.

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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. 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. 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 .

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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