Childminder in North Yorkshire

Inspection date

Previous inspection date 19 April 2018 16 October 2014

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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 communicates effectively with parents, using a number of different ways to keep them well informed about their children's learning and well-being.  Children have good opportunities to practise their physical skills and get plenty of fresh air. For example, they enthusiastically make castles in the sand using their spades and hands and carefully use jugs to pour the water into funnels.  The quality of teaching is good. The childminder interacts skilfully with children to help promote their learning as they play. All children make good progress in their learning.  Children have many opportunities to learn about the world and their own community. For example, they visit the local shops and walk through the village to feed the ducks. Children learn about different occupations and people who help us.  The environment, indoors and outside, is highly stimulating, attractively presented and

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This provision is good

well organised. Children have access to a good range of resources.

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It is not yet outstanding because:

 The current programme for professional development is not yet highly focused on improving the quality of the childminder's and her assistant's teaching to the highest level.  The childminder has not fully developed effective partnerships with all the settings that children attend, to share more information to further promote continuity in children's learning and development.

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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 the programme of professional development to help raise the quality of teaching to an outstanding level  enhance the links with all other settings that children attend and share more information to provide continuity in children's learning.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of suitability of all adults living in the household.  The inspector viewed the premises and spoke to children during the inspection.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder understands her responsibilities to recognise and report any concerns about children's welfare. She maintains a safe and secure environment for children to play and learn in. The childminder reflects on her practice well and identifies areas for improvement. For example, she plans to further develop her outdoor area, as she recognises some children learn best here. The childminder has regular discussions with her assistant about his performance and responsibilities within the setting. This helps to ensure a consistent approach to children's care and learning. Parents' written comments are highly positive about the childminder and the safe and caring environment she provides.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of the learning and development requirements. She knows what children can do and what they need to learn next. Assessments are accurate and the childminder uses these effectively to support children to make good progress in their learning and development. She monitors children's progress to close any gaps in their learning quickly. The childminder names colours and talks about shape and size, as she promotes children's mathematical development. She encourages children to repeat sounds and words as they play, to help extend their growing vocabulary.

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Personal development, behaviour and welfare are good

Children benefit from strong relationships with the childminder. She knows their individual needs and personalities very well. For example, she instantly recognises when young children become tired, providing them with comforters and a quiet place to rest. Children behave well. The childminder gives children lots of praise and encouragement. This helps promote their emotional well-being. Children learn to share, take turns and be kind to one another. This helps children to develop good social skills. The childminder encourages children to learn how to keep themselves safe and healthy. For example, children negotiate the space in the garden carefully as they use their wheeled toys. They know that they need to wear a hat and suncream when it is hot so that they do not burn.

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Outcomes for children are good

Children are confident, interested and motivated learners. They have good independence skills. For example, they select their own toys, butter their crackers at snack time and help tidy up resources. Children are developing their early writing skills. For example, older children are beginning to write their name, while younger children have fun pretending to write prescriptions in the doctors' surgery. All children develop the skills they need for their future learning, including school.

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Setting details

Unique reference number EY417066 Local authority North Yorkshire Inspection number 1105188 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection 16 October 2014

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Telephone number

The childminder registered in 2010 and lives in Catterick Village. She occasionally works with an assistant. The childminder operates all year round, from 6.30am until 5.30pm, Monday to Friday, except bank holidays and family holidays. She provides funded early education for two-, 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

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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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