Childminder EY295121

Inspection date

Previous inspection date 26 July 2016 10 November 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 has successfully addressed the actions raised at the last inspection. She reflects well on all areas of her practice and has reviewed the way she monitors children's progress. This has significantly improved the provision and the outcomes for children. The childminder is committed to the continuous improvement of her provision.  Children are secure, happy and confident to express themselves. The childminder talks consistently to the children. She encourages them to talk through what they have done and what they are doing. She offers a warm, welcoming and stimulating environment.  Partnerships with parents are effective. The childminder is committed to working together with them to ensure continuity of care and learning for children. She keeps them well informed through written information and daily verbal communication.  Children develop secure, trusting relationships with the childminder. Their behaviour is

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This provision is good

good. The childminder is a good role model and children include her in their play. This inspires their self-esteem and confidence.  The childminder understands how children learn. She undertakes thorough observations which she uses effectively to assess where children are in their development. Children are keen and motivated to learn. They benefit from a wide range of play materials to support their learning and development.

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It is not yet outstanding because:

 The childminder does not make the most of opportunities for children to count in sequence to extend their understanding of number order.  The childminder does not always give children plenty of time to answer her questions, to fully develop their communication and language skills.

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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

 extend opportunities to develop children's mathematical understanding during play  strengthen questioning techniques that give children more time to respond and answer.

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Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to the childminder throughout the inspection.  The inspector had a tour of the areas used for childminding. She also walked with the childminder and children to school.  The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of her suitability and the suitability of all people living on the premises.  The inspector looked at the childminder's self-evaluation form and a selection of risk assessments and policy documents, including the safeguarding policy and procedures.  The inspector completed a joint observation with the childminder. She also looked at the planning documentation, children's learning and development files and their assessment records.  The inspector spoke to a small group of parents during the inspection and took account of their views. She also viewed their written feedback.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The qualified childminder has completed safeguarding training. She understands the local safeguarding procedures to follow if she has any concerns regarding a child's welfare. She completes risk assessments for her home and outings. The childminder provides parents with a good range of policies and procedures. She carefully checks the identity of any visitors and ensures her home is safe and secure. The childminder reflects on her provision in order to identify potential areas for development. She encourages and values regular feedback from parents. The childminder actively engages with other local childminders and has benefited from recent training and local network cluster meetings. The childminder understands her role in working together with other settings that children attend to complement their learning.

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Quality of teaching, learning and assessment is good

The childminder uses observations and assessments of children's learning well. Overall, she identifies their next steps in learning well and builds on their interests when planning play opportunities. The childminder enables children to revisit activities that interest them to help them consolidate their learning. She generally engages them in meaningful conversation and pronounces words clearly to enhance their speech, building on their vocabulary. Her quality of teaching is good. Children use their imagination well and they play with various construction materials, recreating experiences they are familiar with. They confidently sing their favourite songs and enjoy moving in response to their singing.

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Personal development, behaviour and welfare are good

Children settle well and freely choose whether they wish to play with the toys inside or outside. They learn to play alongside one another in a kind and respectful way. The childminder sets consistent boundaries that help children to feel secure. She ensures children walk and play safely through thorough supervision and guidance. The childminder effectively involves parents in initial assessments of children's learning. This helps her establish secure starting points for children. Children are actively encouraged to learn about healthy eating. They grow their own produce in the childminder's garden and eat the food when it is ready. Children enjoy using ride-on toys and handle tools confidently. They organise traffic resources and negotiate around these. This helps to develop their physical skills and the ability to move safely in the space around them.

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Outcomes for children are good

Children make good progress in their learning from their starting points. They are confident and active learners. Children enjoy expressing themselves through activities that extend their sensory and imaginative skills. They have lots of opportunities to practise their literacy skills. They eagerly draw and discuss their representation. Children make independent choices in their play. They develop good self-care skills. Children behave well and learn to be considerate and polite. They develop good relationships and enjoy strong friendships. Children are developing the confidence and skills they need to support their next stage of learning, such as nursery or school.

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Setting details

Unique reference number EY295121 Local authority North Yorkshire Inspection number 1044467 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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Name of registered person

Date of previous inspection 10 November 2014

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Telephone number

The childminder was registered in 2004 and lives in Eastfield, Scarborough. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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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