Childminder EY410749

Inspection date

Previous inspection date 2 June 2016 7 January 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder has a very strong understanding of child development and of how children learn, successfully helping all children progress well. She is passionate about extending her knowledge even further. She engages in a range of professional development activities and assesses their impact to ensure that they improve outcomes for children.  Children and their families are warmly welcomed into the childminders well organised, comfortable home. The environment for learning is vibrant, inviting and exciting for children, who enthusiastically explore and investigate it. This helps children develop inquisitive minds and a desire to learn.  The childminder helps children to understand how to make healthy lifestyle choices. She ensures that they have regular fresh air and exercise in the garden and on outings. Meals are nutritious and balanced and the childminder makes sure that children are well hydrated.

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This provision is good

 Children are clearly very happy with the childminder, who is kind, sensitive and treats them with respect. She is a superb role model, who has the highest expectations for all children and their behaviour is excellent.  The childminder works well with her assistant. She makes sure that he knows how to promote children's learning, health and well-being. The childminder and her assistant are trained in paediatric first aid.

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It is not yet outstanding because:

 Opportunities for parents to provide feedback about the setting are not yet fully extended.  The childminder does not always gather detailed information from parents about children's progress and attainment, when they start in the setting.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 provide greater opportunities for parents to share their thoughts on how the setting can be improved  strengthen information gathering about children's progress and attainment, when they start in the setting.

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Inspection activities

 The inspector viewed all areas of the setting used for childminding.  The inspector undertook a joint observation with the childminder.  The inspector observed children inside and outside, and assessed the quality of teaching and learning.  The inspector took into account the views of parents.  The inspector viewed a range of documentation, including children's records, health and safety policies and procedures, risk assessments, training records and suitability checks.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder knows it is important for children to experience some risk as they play. However, she supervises children closely at all times and helps them to assess risks for themselves. The childminder knows what to do, and is quick to respond, if she has concerns about a child's welfare or development. A range of robust health and safety policies and procedures are reflected daily practice. Children's progress is closely monitored to ensure that gaps in their learning are planned for and professional support is sought, if needed. The childminder has developed very positive relationships with schools and the other settings that children attend. Effective systems for information sharing ensure that children's needs are met as they move between learning environments.

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Quality of teaching, learning and assessment is good

The childminder's teaching is very good and some aspects are outstanding. Where teaching is outstanding, assessment is used extremely well to tailor planning precisely to children's individual needs. Learning experiences are differentiated through strong, focused support and excellent levels of challenge. Children demonstrate they are confident communicators. They enthusiastically share their thoughts, ideas and experiences, ask and answer questions. For example, after designing birthday cakes for the Queen children are keen to know more about her. They wonder about the Queen's favourite colour and the name of her dogs. The childminder seizes the opportunity to encourage writing for a purpose and suggests that they ask their questions in letters to the Queen. This brings learning alive. Children are clearly inspired to write and are excited at the prospect. The childminder encourages children to think about and find solutions to problems. For

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Quality of teaching, learning and assessment is good

example, children test out their ideas as they create dens in the garden. The childminder celebrates children's achievements with parents, who feel well informed about their child's progress, involved and know how to support learning at home.

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Personal development, behaviour and welfare are good

The childminder takes time to get to know children and their families when they start in the setting. Parents share detailed information about children's care needs, interests, likes and dislikes. The childminder is flexible in her practice and helps children to settle quickly, feel safe and secure in her care. Children are encouraged to take responsibility for their learning environment. They help with tasks, such as tidying up and organising resources. The childminder seeks children's views and involves them in planning and decision making. This helps children to feel valued, have a sense of ownership and belonging.

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Outcomes for children are good

Children make consistently good, and sometimes excellent, progress in all areas of their learning and development. They quickly develop a range of skills in preparation for school. Children show high levels of maturity for their ages and stages of development. They are able to concentrate and focus on tasks for long periods. Children thoroughly enjoy accessing and sharing a range of good quality fiction and non fiction texts. These reflect children's interests and help them to develop a love for books and a desire to read.

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Setting details

Unique reference number EY410749 Local authority North Yorkshire Inspection number 1032364 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 9 Total number of places 12 Number of children on roll 8

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Name of registered person

Date of previous inspection 7 January 2011

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Telephone number

The childminder was registered in 2010 and lives in Tadcaster, North Yorkshire. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder's husband is her occasional assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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