Peart Ann Marie

Childminder

Unique reference number (URN): EY235020 Registered with Ofsted: 12/03/2003 Registers: EYR, CCR, VCR

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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 generally make progress across the different areas of learning. They steadily build upon their prior knowledge and skills. Children who face potential barriers receive support through small, manageable steps. On the whole, children show developing early mathematical and communication skills, such as learning numbers and colours. Typically, they respond well to praise and show pride in their achievements. Children show a positive attitude towards learning and willingly try new challenges.

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Achievement Expected standard

Children practise and embed their physical skills with growing independence. Children build gross motor skills through physical play like running and kicking balls. They learn to navigate balance bikes safely while following daily expectations on how to use them. In addition, they develop their small-muscle movements when using utensils in the mud kitchen, threading beads and holding pencils. Children are generally gaining the everyday skills they need to be ready for school.

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Behaviour, attitudes and establishing routines Expected standard

The childminder sets high expectations for children's behaviour and attitudes within the setting. Typically, children understand the home rules for their age range. Generally, these are applied and the children show positive and kind behaviour towards the childminder and each other.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has created a calm and caring environment, where children understand kindness and respect. For example, the childminder guides children to put scissors away so they are out the reach of younger children. As a result, children understand that they need to look after themselves and others.

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Behaviour, attitudes and establishing routines Expected standard

On the whole, the childminder remains calm when managing behaviour. She gives positive praise and encouragement throughout. Typically, the childminder celebrates small positive choices within the setting. Due to this, children actively show pride in their behaviour, but also kindness towards each other.

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Behaviour, attitudes and establishing routines Expected standard

Generally, the childminder has built a warm and trusting relationship with the children. She understands each child is unique and celebrates them. As a result, children are willing to share their thoughts, likes and dislikes freely. She has built an environment that allows children to flourish and develop at their age and stage.

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Behaviour, attitudes and establishing routines Expected standard

Overall, the childminder manages boundaries with warmth, using visuals, choices and positive praise. Through these techniques, the childminder generally helps children calm down and settle.

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Behaviour, attitudes and establishing routines Expected standard

The childminder takes effective steps to ensure children's attendance is generally tracked and understood as part of her routine. On the whole, health awareness, adaptations and peer care are woven into activities. Typically, these support all children across the age groups. However, routine health practices are not yet securely embedded, as children are not consistently prompted to wash their hands before mealtimes.

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Children's welfare and wellbeing Expected standard

The childminder generally strives to meet children's welfare and wellbeing needs. She typically ensures it is at the heart of her decision-making. As a result, the childminder maintains a safe, welcoming and nurturing environment.

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Children's welfare and wellbeing Expected standard

On the whole, the childminder has an understanding of hygiene practices. However, opportunities are sometimes missed to fully embed independent handwashing through daily practice.

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Children's welfare and wellbeing Expected standard

The childminder typically weaves healthy eating into different areas of everyday provision. Children are generally able to talk about healthy choices, such as fruit, and how these help their bodies. The childminder ensures children have access to a range of healthy well- planned meals and positively promotes manners throughout the day. As a result, children continually develop their understanding of healthy diets.

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Children's welfare and wellbeing Expected standard

Overall, the childminder understands the importance of physical health. She typically ensures that outdoor activities support children's interests, while developing their physical skills. Children are able to play football, ride balance bikes and have access to a spacious outdoor area. Children also explore their local community, including parks, playgrounds and forest schools. As a result, the childminder generally enriches her curriculum offer to support children's independence and self-care skills.

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Curriculum and teaching Expected standard

On the whole, the childminder has an understanding of early childhood development. She uses guidance to plan her curriculum and map out the next steps for each child. The childminder has a clear focus on personal, social and emotional learning and developing communication. As a result, children become confident communicators and learners.

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Curriculum and teaching Expected standard

The childminder provides a curriculum that is supported by carefully planned activities and experiences. For example, exploring threading and practising holding pens and pencils. Through assessment, the childminder then moves this learning on to their next stage of learning, such as mark making with purpose. Due to this, children have clearly identifiable next steps.

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Curriculum and teaching Expected standard

The childminder uses everyday opportunities to extend communication and language. Through narratives and explanations, she models age-appropriate communication. For example, the childminder practises specific one words and sounds with children within everyday conversations. Overall, this gives children a range of opportunities to develop their communication skills.

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Curriculum and teaching Expected standard

The childminder builds a love of reading within the setting. For example, using multi-sensory books and careful questioning to engage younger children. Additionally, the childminder challenges older children to read to the younger ones. As a result, children are keen to explore books and share them with each other. Generally, the childminder weaves mathematical language throughout daily routines and play. For example, she highlights differences in size while children play with dinosaurs and models counting objects. As a result, children confidently apply mathematical vocabulary during their play and build a secure foundation in early numeracy concepts.

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Inclusion Expected standard

The childminder uses small steps to track the progress of the children. She identifies emerging needs or concerns quickly. The childminder puts support in place to close these gaps within learning. For example, she practises speech sounds with younger children within her daily communication. The childminder develops a true understanding of each child within her care. She has a clear understanding of early years development. Overall, she makes a positive difference to children, who face barriers to their learning.

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Inclusion Expected standard

The childminder has some awareness of barriers to children's learning and wellbeing. Typically, individual needs are met, and she considers when any added support is needed. The childminder ensures that activities are accessible for all children, adapting them where necessary.

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Inclusion Expected standard

The childminder works well with a range of professionals to develop her provision. For example, working with the early years hub to seek advice. As a result, children gain specific support within the setting. Typically, the childminder understands where support or advice can be found. However, the childminder's inclusive practice lacks the depth needed to adapt everyday support for children who may face barriers to their learning and wellbeing in the future.

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Inclusion Expected standard

The childminder has an understanding of additional funding streams. She shows knowledge of how this can be used to reduce barriers to learning.

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Leadership and governance Expected standard

The childminder generally understands her setting, clearly identifying her strengths. She typically has high expectations for all children and demonstrates a commitment to developing her practice. However, the childminder's inclusive offer is not yet fully developed, and her knowledge and provision are not sufficiently prepared to adapt to children's changing or future needs.

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Leadership and governance Expected standard

On the whole, the childminder carefully structures a calm, welcoming setting where children feel valued. She actively sets up clear boundaries that encourage kindness and safe paly. Through gentle guidance, she supports children to regulate their own actions and choices. This thoughtful approach fosters a secure atmosphere. As a result, children gain self- assurance and interact positively with others.

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Leadership and governance Expected standard

Partnerships with external agencies tend to be effective. The childminder actively nurtures these links through clear communication and information-sharing. Typically, she shares regular updates with parents to keep them well informed. Parents generally appreciate the communal outings and rich experiences their children receive. As a result, the childminder builds positive relationships that support children's overall wellbeing and 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 are happy, content and settled in this childminder's care. They show enthusiasm in exploring this home-from-home environment. Prior information is gathered about the children by the childminder. This enables the childminder to understand the children and use successful settling-in arrangements.

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

Children experience a curriculum that is focused on personal, social and emotional learning, communication and physical development. Children become effective communicators, expressing their needs and wants to familiar adults. Routines are embedded within the setting. Children know when they need to blow their nose and how to help each other. This is adapted by the childminder depending on the child's stage of development. As a result of this, the children are relaxed and have a positive attitude towards their learning. Children typically achieve well and accept challenges in their learning. They experience many opportunities that positively impact their wellbeing and independence skills.

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

Children are exposed to a nurturing and warm environment. Children gain high-quality and intentional interactions. They learn how to positively interact with others and form meaningful relationships. Children include each other in their own games and encourage the younger children to join in. They take part in games together, sharing and taking turns. Children experience their local community by visiting parks, playgroups and going to the forest school. Children develop their sense of belonging within the setting but also in the wider community. Consequently, they can deepen their relationship building skills in real life contexts.

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

Children thrive as unique individuals. Typically, they behave well and understand key boundaries. Children show these behaviours to each other, and within their learning. With support from the childminder, they confidently try new activities and challenges. Children benefit from the partnership the childminder has with parents. Children are at the centre of the childminder's vision, driving steady progress in their development, attendance and wellbeing.

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Next steps

The childminder should continue to embed consistent routines and expectations that support children to develop positive behaviours, and long-lasting healthy habits that promote their wellbeing and independence. The childminder should develop their knowledge and understanding of a range of special educational needs and/or disabilities to strengthen inclusive practice.

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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.

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About this setting

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

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About this setting

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

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

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