Childminder EY496280

Inspection date 22 October 2018 Previous inspection date 9 January 2018

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This inspection: Good 2

Previous inspection: Requires improvement Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The childminder is skilled at following children's lead during their play. Children select and use resources independently and are enthusiastic to learn. They make very good progress in their communication and language skills. n Older children begin to the develop the skills they need to start school. They demonstrate good self-help skills and are beginning to use numbers and letters for a purpose. n Children have developed secure bonds with the childminder. She knows them very well and offers regular praise and encouragement. This has a positive impact on their emotional well-being and they show they feel safe here. n Since the last inspection, the childminder has been proactive in improving the quality of teaching and learning to help children make good progress. She has completed the progress check for two-year-old children and understands the requirements for this. n The childminder has high expectations of children. She is a good role model and is

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The provision is good

committed to promoting the best possible outcomes for children's well-being and learning.

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It is not yet outstanding because:

n The childminder has not developed ways to fully involve and include parents in their children's ongoing learning and development. n The childminder does not provide parents with opportunities to leave feedback about the provision. This means their views are not fully considered when driving forward improvements.

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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

n enhance ways for parents to become more involved with their children's learning and share further information with them about their children's ongoing progress n continue to reflect on practice to maintain high standards and implement ways for parents to provide feedback on the effectiveness of the provision to help drive improvements forward.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector spoke to the childminder and children throughout the inspection. n The inspector completed a joint observation with the childminder. n The inspector looked at relevant documentation, such as the evidence of the childminder's suitability to work with children. She discussed children's learning, assessment and planning with the childminder. n The inspector obtained written feedback from parents and took account of their views.

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Effectiveness of leadership and management is good

The childminder has worked hard to improve outcomes for children. For example, she uses her observations to assess children's progress and monitor their development. This helps her to plan activities which challenge them and help them to make the best possible progress. The childminder can identify areas of slower progress for children and she understands how to access further support from other professionals to help close any gaps. Safeguarding is effective. The childminder knows how to keep children safe and has procedures to follow if she has concerns about their welfare. For example, she teaches children how to be safe in the community and is aware of the signs of potential abuse. The childminder understands the importance of working in partnership with other settings children attend, such as school which helps to promote continuity.

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Quality of teaching, learning and assessment is good

The childminder is skilled at following children's lead in their play. She responds to their wishes and uses her knowledge from observations to provide activities which interest them. For example, older children enjoy developing literacy skills as they work creatively to colour in pictures. The childminder gently challenges them to show control over their pencils and write some of the letters in their name. Young children focus intently on creating a collage from the stickers and develop very good small physical skills as they peel them from the paper. The childminder asks open questions and encourages them to develop their communication and language skills. The childminder has improved the way she completes assessments of children's progress. For example, she collects information from parents about what children can do on entry to form their starting points and plan activities.

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Personal development, behaviour and welfare are good

The childminder promotes children's good health and develops their understanding of the world around them. For example, children enjoy fresh fruit as snack and the childminder takes them on regular visits to the local library and surrounding community. The childminder has effective procedures to help new children settle in. For example, children attend short visits before they start and she collects information from parents about their care needs. The childminder makes adjustments to her menu to promote inclusion and meet children's specific dietary requirements. She encourages children to be confident and independent, for example, older children take an active part in their own self-care and use the toilet with minimal support. Children's behaviour is very positive. The childminder is a good role model and helps them to be kind, caring and respectful towards each other.

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Outcomes for children are good

The majority of children are working at stages typically expected for their age. Children make good progress across every area of learning. In addition, young children have excellent levels of concentration and persevere in developing new skills. Older children show enjoyment in a range of stories and have good self-help skills. They are prepared well for the next stages in their learning. Children show enthusiasm in their learning and are keen to join in with activities.

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Setting details

Unique reference number EY496280 Local authority North Yorkshire Inspection number 10080260 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 4 Total number of places 6 Number of children on roll 4 Date of previous inspection 9 January 2018

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Registers

The childminder registered in 2015 and lives in Malton. She operates her provision from 7am to 6pm on Monday to Friday, all year round, except for bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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