Childminder in North Yorkshire

Inspection date

Previous inspection date 25 July 2016 10 September 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 is committed to ensuring children in her setting receive high-quality care and education. She has successfully addressed all the actions and recommendations raised at her last inspection and made significant improvements.  The childminder and her assistant have obtained qualifications in childcare since their last inspection. This has had a positive impact on outcomes for children.  The childminder and her assistant have a good understanding of how children learn. Observations of children playing help them to plan a wide range of exciting and stimulating activities that suits children's individual needs. Children are making good progress in their learning and development.  Partnerships with parents are strong. The childminder keeps parents well informed about all aspects of her setting. Parents are invited to share observations of their children's play and experiences from home. They make comments on their children's

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This provision is good

daily records, helping ensure continuity of care and shared learning experiences.  The childminder and her assistant are vigilant, consistently keeping children safe and secure. They help children to understand what is expected of them and effectively support them in managing their feelings. Children's behaviour is very good and managed well.

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It is not yet outstanding because:

 At times, the childminder and her assistant do not maximise opportunities to help further promote younger children's speaking skills.  The tracking and monitoring of children's progress are not yet rigorous enough to provide the childminder with precise information to ensure any possible gaps in learning are identified even more swiftly.

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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

 focus more precisely on supporting younger children's speaking skills and help them to make the best possible progress in this aspect of their learning  monitor children's progress more rigorously to ensure any possible gaps in learning are identified at the earliest stage.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector discussed aspects of policy and practice with the childminder and her assistant. She looked at relevant documentation, such as the childminder's self- evaluation and evidence of her suitability and that of her assistant.  The inspector spoke to a small selection of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant are both confident in the procedures to follow should they have a concern about a child's welfare. The childminder is up to date with new legislation that affects her practice. She carries out robust risk assessments and daily checks of the premises and outings. This contributes to ensuring that the safe and efficient management of her setting is sustained. The childminder is a reflective practitioner. She has identified priorities to improve her provision. She and her assistant are proactive in seeking ways to improve their knowledge and skills in working with children. Daily conversations between the childminder and her assistant about children's needs and practice contribute to effective supervision and performance management.

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Quality of teaching, learning and assessment is good

The learning environment for children is highly stimulating and inspiring. The childminder and her assistant observe children sensitively and respond appropriately, extending their curiosity and learning. Children are able to lead their own play. The childminder enhances the environment to help children make connections in their learning. For example, children take delight in playing and manipulating dough using different resources and materials. Children are encouraged to develop their own ideas and work out ways of using items differently. Younger children find playing with magnetic blocks fascinating. They use trial and error to learn how things work. The childminder and her assistant effectively support children, for example, by modelling and providing explanations. This helps to encourage children to persevere.

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Personal development, behaviour and welfare are good

Children are happy, confident and self-motivated as they play inside and outdoors at the setting. They use the ample space and exciting environment well. The childminder and her assistant have strong and secure attachments with all children. Children's physical and emotional well-being are fostered well. The childminder liaises effectively with parents to ensure that all care needs are successfully met. The childminder and her assistant successfully promote independence and children become active learners. Children are encouraged to take manageable risks to help them learn about hazards in the environment. Older children confidently explain what they need to do during a fire drill. Younger children learn to manage different floor levels and surfaces. Children listen carefully to the childminder and her assistant at all times and their behaviour is very good.

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Outcomes for children are good

Children make good progress in all areas of their learning and development. They are enthusiastic, demonstrate a good attitude to learning and engage well in activities. Children learn about similarities and differences, gaining a good understanding of the world. Older children are confident communicators who are keen to engage others in discussions. Children enjoy practising their early writing skills and take pride in their own work. They collect their own cutlery and help to set the table for lunch. Children are well prepared for the next stage in their learning and their eventual move on to school.

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Setting details

Unique reference number EY419219 Local authority North Yorkshire Inspection number 1044116 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 12 Number of children on roll 13

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Name of registered person

Date of previous inspection 10 September 2014

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Telephone number

The childminder was registered in 2010 and lives in Richmond, North Yorkshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4 and her assistant holds level 3. The childminder provides funded early education for 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

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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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