Childminder EY458338

Inspection date

Previous inspection date 23 October 2017 4 October 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder knows children very well. She understands their stage of development and their individual capabilities. She plans activities that children thoroughly enjoy and skilfully extends their learning further as they play.  Daily discussions with parents help the childminder to promote continuity of care for children.  Children show that they feel safe and secure with the childminder through their play and interactions. She treats them with kindness and care, which helps children gain a sense of well-being and belonging.  Children develop healthy bodies through regular exercise in the fresh air and healthy options at snack times.  The childminder is experienced and qualified. She uses her knowledge and skills to provide consistently good care for children.  The childminder evaluates the service that she provides. She identifies the positive impact on children's learning and where improvements need to be made.

p.1

It is not yet outstanding because:

 Opportunities for gaining information from parents about children's interests at home have not yet been sharpened.  The childminder has not developed a focused programme of professional development to extend her knowledge and further enhance the quality of teaching.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 build on the existing system of communication to help all parents share information about children's learning at home  extend the system for professional development to include opportunities to enhance good practice and fully support children to reach the very highest levels of achievement.

p.2

Inspection activities

 The inspector observed the quality of teaching indoors and outdoors, and assessed the impact this has on children's learning.  The inspector held discussions with the childminder. She looked at relevant documentation, including children's records, policies and procedures and the childminder's self-evaluation.  The inspector spoke with the childminder and children during the inspection and took account of their views.  The inspector had a tour of the setting.  The inspector completed a joint observation with the childminder.

p.2

Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a thorough understanding of the signs and symptoms of abuse. She knows who to refer concerns to should they arise. The childminder ensures that the premises are safe and secure, risk assessing the areas routinely to ensure all hazards to children are minimised. For example, the childminder reminds children not to run on the decking area outside in wet weather. She knows children well and is skilled in supporting their next steps in learning, including preparing them for nursery and school when the time comes. The childminder keeps up to date with essential training, such as first aid.

p.3

Quality of teaching, learning and assessment is good

The childminder is an experienced practitioner. She knows children very well and competently identifies their interests and next steps in learning. The childminder ensures that activities are stimulating and challenging for all children. Children concentrate for sustained periods of time on self-directed, as well as planned activities. For example, they enjoy digging in the raised beds in the garden and delight in finding worms in the soil. The childminder teaches children about the community they live in and ensures that all children have access to a broad and balanced curriculum. Children's learning is regularly monitored by the childminder, who ensures that all children are making at least expected progress from their starting points.

p.3

Personal development, behaviour and welfare are good

Children are well behaved. They have good manners and follow the childminder's behavioural expectations. Children enjoy their time with the childminder and invite her to play. All children are respectful towards each other, share resources and play cooperatively. Children benefit from regular trips out in the local area to develop their social skills and confidence. The childminder teaches them to take care of themselves through daily routines and explanations. For example, she talks to the children about why it is important to wash their hands before snacks and after playing outside. The childminder understands and is sensitive to children's individual care needs and meets them well.

p.3

Outcomes for children are good

All children are becoming well prepared for the next stage in their learning. They are motivated, enthusiastic learners who enjoy new challenges and experiences. Children are developing early literacy skills. For example, they enjoy using a variety of thick and thin pens as they make marks on paper. Children have regular opportunities to attend local groups. They develop good levels of confidence and self-esteem as they socialise with other children and adults.

p.3

Setting details

Unique reference number EY458338 Local authority North Yorkshire Inspection number 1066637 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 5 Total number of places 6 Number of children on roll 3

p.4

Name of registered person

Date of previous inspection 4 October 2013

p.4

Telephone number

The childminder registered in 2013 and lives in Ripon. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

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

p.5

Telephone number

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

p.5