Childminder in North Yorkshire

Inspection date 26 November 2018 Previous inspection date 4 June 2018

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This inspection: Good 2

Previous inspection: Inadequate 4 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 has taken swift action to address the weaknesses in practice identified during her last inspection. For example, she has developed a secure knowledge of child protection matters and referral procedures. The childminder evaluates her practice well and plans positive improvements that benefit children and their families. n The childminder has created a homely environment where children flourish. She individualises settling-in arrangements to ensure that children's emotional needs are met. Children display high levels of confidence and clearly enjoy the childminder's company. n The childminder supports children's language development well. She helps children to pronounce words correctly and engages them in lively discussions as they play. Children learn new words rapidly and develop good conversational skills. n The qualified childminder uses her good knowledge of how children learn to plan

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The provision is good

purposeful and stimulating activities. Children make good progress towards the early learning goals.

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It is not yet outstanding because:

n The childminder does not make the most of opportunities that arise during play to help children to develop their problem-solving skills further. n The childminder's programme of professional development is not yet highly focussed on improving her teaching skills to the highest possible level.

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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 provide children with more opportunities to work things out for themselves and build on their problem-solving skills further n extend professional development activities and focus more sharply on developing teaching and learning to an even higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector toured the areas of the premises used for childminding purposes. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint observation with the childminder. n The inspector looked at a sample of policies, evidence of the suitability of adults living on the premises and discussed the childminder's self-evaluation procedures. n The inspector held discussions with the childminder and talked to the children.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder knows the different types of abuse and possible indicators. She knows exactly what action to take if she has any concerns about children's welfare. Robust risk assessments ensure that children are safe in her home and during outings. The childminder works well with parents to promote a collaborative approach to children's learning and care. For example, she regularly shares information about children's progress and offers ideas about how parents can continue to support their child's learning at home. The childminder has effective plans in place to share information with other providers, when the time comes for children to start nursery and school.

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Quality of teaching, learning and assessment is good

The childminder is animated and playfully interacts to extend children's learning and keep them engaged in activities. She uses her good knowledge of individual children's stage of development to plan precisely for their next steps in learning. Children are active and motivated learners. They thoroughly enjoy singing and boldly join in with the action rhymes. The childminder supports children to create different sounds as they blow, bang and shake musical instruments. She looks at books with children and skilfully engages them in discussions about the pictures. Children excitedly sort objects into colours. The childminder takes opportunities that arise to help children to compare size and count to build on their good mathematical skills further.

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Personal development, behaviour and welfare are good

Children are physically active and benefit from daily opportunities to play outdoors in the fresh air. They articulately explain how they regularly visit the childminder's horse and say that they enjoy feeding him apples. The childminder is a positive role model. She consistently and positively reinforces rules so that children know what she expects. Children listen to the childminder and are well behaved. For example, they help to tidy away resources when they have finished with them to maintain an orderly environment.

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Outcomes for children are good

Children develop many key skills in readiness for future learning and eventual moves to school. For instance, they play amicably together and know how to take turns and share resources. Children expertly operate programmable toys, pressing buttons to move parts and create sounds. They have good self-care skills and competently take off their shoes and coats and put them away. Children's physical skills are developing well. For example, they handle tools with control and demonstrate good hand-to-eye coordination as they pick up intricate objects.

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Setting details

Unique reference number EY286004 Local authority North Yorkshire Inspection number 10079614 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 3 - 3 Total number of places 6 Number of children on roll 4 Date of previous inspection 4 June 2018

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Registers

The childminder registered in 2004. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

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Registers

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Registers

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Registers

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