Foley, Samantha

Inspection date

Previous inspection date 21 May 2018 Not applicable

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 effectively identifies the strengths and weaknesses of her setting. She seeks the views of parents as part of her self-evaluation. Parents state that they are more than happy with the service they receive and there is nothing they would change.  Children are confident and happy in the childminder's care. Their secure attachments to the childminder provide reassurance and they readily express their choices and ideas.  Observation, assessment and planning procedures are effective. The childminder closely monitors children's progress. This enables her to promptly highlight any gaps in their development.  Children are lively and curious learners. The childminder provides a stimulating environment where children can independently access a range of toys and resources that interests them and keeps them motivated to learn and explore.  The childminder checks her home and garden daily to help ensure that children are

p.1

It is not yet outstanding because:

 The childminder does not focus sharply enough on her professional development to help raise the quality of her provision to the highest level.  The childminder does not provide enough opportunities for children to learn about different cultures and diversity.

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

 extend the focus on professional development and help raise standards in teaching and learning even higher  provide children with more opportunities to learn about different cultures and diversity.

p.2

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 a joint observation with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector checked evidence of the suitability of the childminder and adult members of the household.  The inspector took account of the views of parents through discussions.

p.2

Effectiveness of the leadership and management is good

The childminder has established good relationships with other early years settings that children attend. They share information about children's progress to ensure continuity in their learning and development. Parents are very pleased with the care and education their children receive and the information they get from the childminder. Arrangements for safeguarding are effective. The childminder has a good understanding of the signs and indicators of abuse and neglect and understands the referral procedure if she has any concerns. She has a range of clear procedures and policies that she uses to underpin her practice and support children's safety and general well-being effectively.

p.3

Quality of teaching, learning and assessment is good

The childminder's teaching is responsive to children's needs and interests. She is skilled at following young children's lead and enhancing their play. For instance, the childminder immerses herself in the role of a patient visiting the doctor's surgery. The childminder helps children to develop their communication and language skills exceptionally well. For example, she uses an abundance of open-ended questions and gives children plenty of time to respond. The childminder introduces mathematical language to help children develop knowledge of number, colour, quantity and shape during everyday activities. For example, she skilfully introduces halves and quarters while playing with the play dough.

p.3

Personal development, behaviour and welfare are good

The childminder obtains detailed information about children's care needs on entry. This, along with settling-in arrangements helps children to settle quickly. Children's behaviour is good. The childminder is a positive role model. She teaches children from an early age about how to share and take turns. Plenty of praise and encouragement promote their confidence and self-esteem. The childminder promotes healthy lifestyles well. For example, children benefit from plenty of fresh air, exercise and fresh fruit at snack times. Children develop good social skills as they attend groups and interact with other adults and children.

p.3

Outcomes for children are good

Children acquire skills that prepare them well for the next stage in their learning and the move on to school. Literacy is well supported. For example, all children enjoy listening to stories while older children are beginning to recognise initial letter sounds in words. Children use their imaginations well. For example, they pretend to be shopkeepers and customers. Children show good hand-to-eye coordination and independence as they carefully pour their own drinks at snack time.

p.3

Setting details

Unique reference number EY496956 Local authority North Yorkshire Inspection number 1035350 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 9

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2015 and lives in Barden, Skipton. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides overnight care.

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