Wright, Jane Caroline

Inspection date

Previous inspection date 25 May 2018 23 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 has a thorough knowledge of children's interests. She uses this information to prepare activities which they find exciting and stimulating. Young children engage for persistent lengths of time and make good progress in their learning.  The childminder understands the importance of preparing older children to start school. She helps them to develop good social skills and plans activities to build on their literacy and mathematical development.  The childminder is a good role model for children. She encourages them to be kind and caring and to develop as individuals. Children have secure bonds with her and have very good levels of confidence and self-esteem.  The childminder sharply monitors the progress children make in relation to their starting points. She gathers and shares precise assessment information with parents which helps them to feel included in children's learning. Partnerships with parents are

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This provision is good

excellent.  The childminder is committed to providing high-quality care and learning for children. She strives to drive improvements forward and gathers feedback from children, parents and other professionals to help her evaluate.

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It is not yet outstanding because:

 The childminder does not fully support the youngest children to take an active part in their own self-care, such as washing their own hands and talking about germs.  Occasionally, during planned activities, the childminder does not identify and respond to children's spontaneous learning, particularly their emerging mathematical skills.

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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

 respond to children's spontaneous learning during planned activities to help them make rapid progress in every area of learning  encourage young children to take an active part in their own self-care and build on their awareness of good hygiene practice.

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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 spoke to the childminder and children throughout the inspection.  The inspector completed a joint observation with the childminder.  The inspector looked at relevant documentation, such as evidence of the childminder's suitability to work with children. She discussed children's learning, assessment and planning with the childminder and her self-evaluation.  The inspector obtained written feedback from parents and took account of their views.

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Effectiveness of the leadership and management is good

The qualified childminder regularly reflects on her skills to work with children. She considers the needs of children in her care and accesses training to meet their needs. For example, she supports children with special educational needs by using Makaton signs. This has had an excellent impact on their ability to communicate with the childminder and also at home. The childminder has highly effective partnerships with other professionals, such as speech and language therapists. She shares precise assessments of children's progress with them and works together to minimise gaps in children's learning with specific support plans. Safeguarding is effective. The childminder is confident to identify potential signs of extremism and radicalisation. She has robust procedures to follow if she has concerns about children's welfare.

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Quality of teaching, learning and assessment is good

The childminder understands how young children learn through play. She encourages them to explore resources and recognises when they are ready to learn. For example, children enjoy playing imaginatively with diggers and tractors. The childminder develops their language skills as they talk about their family members' vehicles and extends their play by adding dough. Children begin to notice the different marks they can make with the tyres, and the childminder encourages them to experiment further with this. The childminder writes highly detailed observations of children's activities which she uses to inform the plans for the next steps in their learning. Parents are involved in children's ongoing learning and leave very positive feedback about their progress.

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Personal development, behaviour and welfare are good

The childminder knows children extremely well. She gathers information to help her meet their specific care needs and enhance their personal and emotional development. This has a positive impact on their emotional well-being. For example, she attends a toddler group to build young children's social skills and uses the sensory resources to stimulate children with special educational needs. The childminder provides a welcoming, safe and stimulating environment. She ensures children have opportunities for daily exercise and fresh air. Children are encouraged to make healthy choices and enjoy their fresh fruit at snack time. The childminder uses effective praise to build on children's positive behaviour. They regularly go on trips out of the setting, which helps children learn about their own community and other people in the world.

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Outcomes for children are good

The majority of children are working comfortably in the stages of development expected for their age. Children with special educational needs are exceptionally well supported and make good progress in relation to their starting points. Young children are keen, enthusiastic learners. They explore resources independently and have confidence in their own ability. Children are prepared for the next stages in their learning.

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Setting details

Unique reference number EY335857 Local authority North Yorkshire Inspection number 1104500 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 23 October 2014

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Telephone number

The childminder registered in 2006 and lives in Lealholm, Whitby. She operates all year round, from 7am to 6pm, except bank holidays and family holidays. The childminder is registered to provide overnight care and has a level 3 qualification in childcare. She provides funded early education places 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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