Childminder in North Yorkshire

Inspection date

Previous inspection date 31 October 2017 13 May 2013

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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 effectively reviews and evaluates her practice as part of her personal development. She also takes the views of parents and children into consideration as part of this process.  The childminder helps to promote children's communication and language skills very well. For example, she introduces new words and uses a running commentary about what she and they are doing to help toddlers link words to actions.  The childminder has a good understanding of how young children learn. She uses her observations and assessments effectively to monitor children's progress and to plan for their ongoing learning. Consequently, children make good progress.  Children form close bonds with the childminder. She is responsive to their individual needs. This has a positive effect on their emotional well-being.

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It is not yet outstanding because:

 The childminder does not always use effective ways to exchange precise information with all parents to further promote a shared approach to children's ongoing learning, and to help them support children's development at home.  Children are not provided with sufficient opportunities to enhance their awareness of other people's similarities and differences, in particular relating to people with disabilities.

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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

 strengthen ways of sharing information with all parents to promote even greater continuity in children's ongoing learning and development  provide more opportunities for children to enhance their growing awareness of differences and similarities in society and to value and respect the needs and abilities others.

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Inspection activities

 The inspector observed the activities and the childminder's interaction with children.  The inspector had discussions with the childminder and children.  The inspector looked at relevant documentation and evidence of the suitability of adults in the home.  The inspector reviewed an activity with the childminder.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has completed safeguarding training to ensure she has a good understanding of child protection and of how to keep children safe. She keeps up to date with changes in legislation and current wider issues through training and online forums. The childminder maintains a comprehensive set of documents and uses this to ensure the safe day-to-day running of her setting, such as registers of attendance and accident and medication records.

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Quality of teaching, learning and assessment is good

The childminding setting is very much led by children. The childminder supports children's decision making skills effectively and joins in with their play experiences. She has a very good range of resources that is at child height to encourage choice. The childminder also plans activities that she knows will extend learning well. For example, she uses mirrors to help toddlers develop self-awareness. She gets down to children's level and talks with them as they play. The childminder plans activities that help to engage children and build on their learning. For example, she gently encourages toddlers to take part in sensory activities as they discover crackly material and crunchy leaves.

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Personal development, behaviour and welfare are good

The childminder gathers a range of useful information from parents about their children's care needs and routines. This helps children to settle well. The childminder also supports children to prepare emotionally for their move on to nursery or school. For example, children have opportunities to become familiar with other settings when they accompany the childminder to take older children to school. Children begin to understand behavioural expectations. For example, children are encouraged to share, take turns and use good manners. Children are beginning to develop an understanding of the benefits of a healthy lifestyle. They learn about the importance of healthy foods through activities and enjoy a well-balanced diet. Children have opportunities to be active and engage in physical activities, such as playing outside in the garden or visiting the park. They take manageable risks as they play on the slide and climbing frame.

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Outcomes for children are good

Children are gaining the skills and attitudes that prepare them well for the next stage in their learning. They are active explorers who are curious and determined. Toddlers develop coordination as they begin to grasp objects to make marks using different strokes. Children repeat actions as they roll conkers and put objects in and out of containers. Consequently, they learn to concentrate and persist at tasks. Children are developing their independence very well. The childminder gives them space and time to attempt to put on their own slippers and cut their own fruit at snack time.

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Setting details

Unique reference number EY371618 Local authority North Yorkshire Inspection number 1065148 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 5

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Telephone number

The childminder registered in 2008. She lives in Cowling, North Yorkshire. She operates all year round, Monday to Friday, except for bank holidays and family holidays.

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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

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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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