Childminder in North Yorkshire

Inspection date

Previous inspection date 3 November 2017 3 June 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

 Parents value the opportunity to be involved in their children's learning and use a variety of ways to share what children have been learning at home.  The childminder has a good understanding of how children learn. She delivers a broad, well-planned curriculum that reflects children's interests well.  The childminder and her assistant give high priority to children's safety. They carry out risk assessments, taking active steps to minimise hazards and teach children well about how to keep themselves safe.  Children's behaviour is good. The childminder and her assistant follow a clear and consistent approach so children know what is expected of them, they respond to this positively  The childminder evaluates the service that she provides. She identifies the positive impact on children's learning and where improvements need to be made.

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It is not yet outstanding because:

 Although the childminder plans a wide range of interesting activities, sometimes she does not differentiate tasks to consistently challenge children of different abilities.  The childminder has not yet developed a focused programme of professional development for herself and her assistant to extend their knowledge and further enhance the quality of teaching.

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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

 enhance how the interesting activities planned are differentiated and provide challenge for children of all abilities  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.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed the joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and discussed the suitability of persons living in the household and working with the children.  The inspector spoke to a parent during the inspection.  The inspector had a tour of the setting.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder and her assistant have a good knowledge of child protection procedures to follow should they be concerned about a child's welfare. Furthermore, the childminder has clear procedures in place for her assistant to ensure her continued suitability and safeguarding knowledge. The childminder supervises her assistant effectively to ensure that she understands all aspects of her role. Children play safely under the childminder's supervision and guidance. The childminder uses self-evaluation well to review, appraise and enhance her practice. The childminder keeps up to date with essential training, such as first aid.

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Quality of teaching, learning and assessment is good

The childminder demonstrates strong skills in helping children to develop their communication. She uses a range of strategies to support children's understanding. For example, she uses signing with the children to help them to communicate with adults and each other. The childminder gets to know children well and is successful in identifying starting points and their next steps in learning. The childminder works well with local schools to exchange important information and promote a shared approach to children's care and learning. The childminder helps children to count in sequence, categorise items by size and identify colours. The childminder keeps parents well informed of children's progress through daily discussions and opportunities to look at children's learning journals.

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Personal development, behaviour and welfare are good

Children demonstrate that they have strong emotional attachments to the childminder. They ask her for items they want, for assistance when they need it and they sit close to her when she plays with them. Children respond to her gentle but clear approach. Children know the routines of the day and develop good hygiene practices as they wash their hands before snack and after using the toilet. The childminder makes good use of posters as a reminder for children, which supports their independence. The childminder supports children to learn about healthy lifestyles. They enjoy physical play in the fresh air and learn to make healthy choices of food and drink.

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Outcomes for children are good

Children are learning essential skills that prepare them well for the next stage in their learning and eventual move on to school. Children's mathematical knowledge is developing well. They use mathematical language during everyday activities. Children learn how to socialise and make friends when they visit different groups and mix with other children. All children are eager to join in the activities, make independent choices and show good levels of curiosity and interest.

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Setting details

Unique reference number EY393760 Local authority North Yorkshire Inspection number 1065375 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 12 Number of children on roll 25

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Telephone number

The childminder registered in 2009 and lives in Ripon, North Yorkshire. She operates all year round from 7.15am until 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder works with an assistant.

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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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