Childminder

Childminder

Unique reference number (URN): 2798616 Registered with Ofsted: 15/07/2024 Registers: EYR

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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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Behaviour, attitudes and establishing routines Expected standard

The caring childminder creates warm and trusting relationships with the children. She enables children to feel settled and secure in the setting. The childminder has clear routines and behavioural expectations that are understood by the children. For example, children actively take part in tidying up before moving on to a new activity. This predictable environment ensures that children know what to expect throughout the day.

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Behaviour, attitudes and establishing routines Expected standard

The childminder considers children's individual emotional needs when supporting their behaviour. She has clear and appropriate expectations for behaviour. The childminder supports children in managing their own behaviours and making the correct choices. Children respond well to the calm nature in which this is delivered. As a result, children develop emotional security and the skills to manage their own emotions.

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Behaviour, attitudes and establishing routines Expected standard

The childminder positively promotes being kind, sharing and taking turns. She models this within activities and games. The childminder also verbally prompts the children. As a result, children eagerly play, take turns and interact kindly with one another when engaged in appealing activities.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works with parents and carers to ensure that the sessions meet their working needs. This supports children attending regularly, and this also develops the parent partnership. The childminder ensures that registers are used to track the sessions of the children. She supports them in settling into new routines and building meaningful relationships.

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Children's welfare and wellbeing Expected standard

The childminder takes every opportunity to support children's emotional wellbeing and health. She builds meaningful relationships with the children. The childminder gets to know each child and recognises their triggers, such as not following their agenda. Also, the childminder finds strategies that support the children. She responds sensitively when children need comfort and knows how to soothe them. For example, the childminder asks the children if they need a hug. Although the childminder acknowledges children's feelings, a more focused curriculum and strategies would enable children to recognise, explain and manage their feelings with greater success.

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Children's welfare and wellbeing Expected standard

The childminder supervises children closely to keep them safe in her care. For example, she engages with them during play and follows the children's interests. She also observes children closely while they eat. The childminder also works with parents to ensure that children receive nutritious meals and snacks that they enjoy.

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Children's welfare and wellbeing Expected standard

The childminder supports children with a range of self-care skills. For example, she encourages children to wash their hands before meals and to practise putting their shoes on. Additionally, the childminder uses the outdoor area to promote physical play. Children enjoy daily fresh air and equipment that tests their physical skills, such as the slide and trampoline. They also experience walks around the local area. , Children learn the

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Needs attention

importance of self-care and resilience. They also learn about their physical health and wellbeing.

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Achievement Needs attention

Children make some progress from their starting points. For example, children develop their self-regulation, small-muscle movements and counting skills. They take pleasure in activities that engage their interests. Children show enjoyment with hands-on learning experiences, such as playing in the sand and with blocks.

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Achievement Needs attention

While children are developing in personal, social and emotional, physical development and early counting skills, they do not learn skills across the different areas; the overall curriculum is not ambitious. It does not offer the full breadth of the early years framework. Children's interests are responded to, though planning for next steps is not always done efficiently. Children practise counting to 10 with visual resources, which was confusing for the children. As a result, children do make some progress across the curriculum but this is disjointed.

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Achievement Needs attention

Children benefit from the outdoor space and walks in the community. They build upon their physical development and skills. Additionally, they strengthen their small-muscle skills through playful exploration of resources, such as dough and rollers.

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Achievement Needs attention

Children also show a genuine enjoyment of reading. When engaged, they show pleasure and amusement when listening to shared stories.

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Curriculum and teaching Needs attention

The childminder does not have a robust curriculum in place. Activities rely heavily on children's interests. Although the childminder has a general knowledge of the different areas of learning, this is not clearly sequenced into a curriculum plan. This means that learning does not always build clearly on what children already know.

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Curriculum and teaching Needs attention

The childminder checks children's progress, but assessment and tracking are not fully effective. She does not consistently plan targeted next steps for all children. While the childminder demonstrates suitable knowledge on how to support 3-year-olds, she has weaker knowledge of how to enhance the learning for other age ranges. Children are disadvantaged by the ineffective curriculum design and interactions. These interactions can lack depth and meaningfulness needed to push children's learning further. While the atmosphere is warm and supportive, interactions do not give children the opportunity to practise and strengthen their skills and knowledge.

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Curriculum and teaching Needs attention

The childminder's interactions with children are always kind, caring and nurturing. Children are happy and settled, and they look forward to starting their day with the childminder. Additionally, the childminder provides an environment for the children that engages their interests. By focusing on their interests, children do engage well within their imaginative play and physical activities.

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Inclusion Needs attention

The childminder has some understanding of children with special educational needs and/or disabilities and disadvantage groups. She is beginning to observe children's learning but lacks the confidence in identifying and assessing children's individual needs. She also lacks knowledge of child development and how to identify children's emerging or changing needs quickly. Consequently, the childminder is not fully confident at reducing barriers to learning. That said, the childminder is aware of some strategies to use to support children's emotional wellbeing and uses these well, for example allowing children space and using calming prompts .

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Inclusion Needs attention

The childminder does not have an established partnership with other professionals or external agencies in the local area. She is aware of further development opportunities and has sought advice. However, she has actively completed the training to develop her knowledge around inclusion.

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Inclusion Needs attention

The childminder shows an understanding of some additional funding, such as early years pupil premium. Although they do not have any children who qualify currently, she is able to offer effective ways in which this could be used. This could be to buy resources, equipment or support the family.

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Leadership and governance Needs attention

The childminder shows genuine care for the children. She wants to develop her provision and offer. The childminder understands their strengths and areas for improvement. She has identified that additional professional development is needed to improve her practice. However, this professional development lacks a sufficient focus. It does not enhance her knowledge of children's learning, development and inclusion.

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Leadership and governance Needs attention

The childminder currently shows a limited understanding of inclusion and what this looks like in practice. While no children in this category have attended yet, she lacks the knowledge to identify barriers to learning.

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Leadership and governance Needs attention

Additionally, the childminder lacks a robust approach to the assessment and tracking of children. She does not consistently observe children to identify their developmental stages. As a result, the childminder does not accurately track progress or plan meaningful next steps for learning.

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Leadership and governance Needs attention

The childminder has an opportunity to further develop their curriculum. She currently does not have a sufficient curriculum plan. Activities are not being mapped correctly. These experiences and activities do not allow the children to continually build upon their skills and knowledge.

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Leadership and governance Needs attention

The childminder works with parents well. She responds to parents' working patterns and adapts the sessions accordingly. The childminder has worked with other professionals to ensure that information is shared. Additionally, the childminder ensures that children experience the community around them. For example, the children go for walks within the local village and visits to an aquarium. On the whole, the childminder is aware of her wider relationships. However, these need to be developed further to improve the quality of education for all children.

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

Children are welcomed into a calm and nurturing setting. They enjoy a range of creative activities, early counting games and imaginative play. Additionally, children experience some opportunities to practise early physical skills by using the slide, trampoline and going for walks. They join in with stories, counting and shared reading. When children are following their interests, they are actively engaged. Children do not have a consistent experience across all areas. Children do not always experience teaching that supports them to practise and build upon their skills and knowledge. Children do make some progress from their starting points; their next steps are not always considered.

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

Children are within an environment that heavily considers their wellbeing. The childminder ensures that the children feel safe, happy and secure within the setting. Children are encouraged to show emotions and be supported when managing them. The childminder offers consistent reassurance and care. She values each child and has a clear understanding on how to help them be calm and settled. Children trust the childminder and seek her for comfort and care. Overall, they are building the foundations they need to have positive attitudes towards learning.

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

Children develop daily routines, such as hand washing before meals and tidying up when they have finished with an activity. These familiar routines give children a predictable environment. Children also understand set times and sit with the childminder doing focused activities. These routines enable them to explore and engage with activities with ease. It also supports them in developing positive attitudes they can take into their learning.

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

Children develop a range of positive social skills within the setting. The childminder constantly models kindness and respect when interacting with the children. Children are also reminded to share, take turns and treat each other with respect. Through this gentle guidance, children develop a sense of belonging. They feel cared for, safe and settled within the setting. Children benefit from close supervisions, healthy routines and a range of opportunities for physical movements outside.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

Plan and implement an ambitious curriculum for all children by identifying and responding to each child's individual needs, interests and stage of development, supporting them to make the best possible progress. 09/12/2026

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Action Completion Date

Ensure that ongoing assessment is used effectively to identify children's progress and plan appropriate next steps in learning. 09/12/2026

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Action Completion Date

Develop knowledge and understanding of effective arrangements for identifying and supporting children through inclusive practice, ensuring that all children receive the support they need to make progress. 09/11/2026

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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. Operating hours: Tuesday,Wednesday,Thursday : 07:00 - 18:00

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About this inspection

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

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