Childminder in North Yorkshire

Inspection date 7 February 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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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This provision is good

n Children develop good communication skills and learn new words rapidly. The childminder models language in English and Polish and encourages children to use both languages in their play. n The childminder strives to provide the best possible service she can. She reflects on her practice and provision well to identify any areas for improvement. For instance, the childminder plans to share even more information with parents about how they can continue to support their children's learning at home. n The childminder uses precise observation and assessment to find out what children already know and can do. She uses this information proficiently to identify and target any gaps in their learning. Children make good progress from their starting points. n Partnerships with parents are good. The childminder talks to parents on a daily basis to share information about children's learning and care. She provides regular

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This provision is good

opportunities for parents to look at their child's learning journals and involves them in the assessment process. n Occasionally, the childminder does not organise activities as well as possible to ensure that all children are fully involved and participating. n Although the childminder completes essential training, she has not established a sharply focused programme of professional development to strengthen teaching and learning 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 review the organisation of activities to ensure that all children are fully involved and participating n strengthen programmes of professional development to raise the quality of teaching and improve outcomes for children even further.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the areas of the childminder's home used for childminding purposes. n The inspector observed the quality of teaching during activities and assessed the impact on children's learning. n The inspector completed a joint observation with the childminder. n The inspector looked at evidence of the suitability of adults in the household and other relevant documentation. n The inspector considered the views of children and parents.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has a secure knowledge of the potential signs of abuse and wider safeguarding matters. She knows what action to take if she has any concerns about children's welfare. The childminder completes vigorous risk assessments to successfully minimise any potential hazards in her home and during outings. She implements a range of effective policies and procedures to ensure that children are safe and supervised well. The childminder has established effective links with local schools. She works collaboratively with teaching staff to share relevant information and promote a shared approach to children's learning and care.

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Quality of teaching, learning and assessment is good

The well-qualified childminder is supportive and plays alongside children, skilfully joining in with their play. She uses her sound knowledge of individual children's stage of development and next steps to engage them in purposeful and challenging activities. The childminder helps children to explore the sounds they make as they bang and shake instruments. She sings songs and encourages children to copy the actions. Children have favourite rhymes and recite key words and phrases. They excitedly explore paint, making marks with their fingers and using tools to draw shapes. The childminder helps them to identify, name and sort colours. She asks a good range of thought-provoking questions to help children to express their ideas and feelings.

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Personal development, behaviour and welfare are good

The childminder develops warm and trusting relationships with children and their families. Children are clearly fond of the childminder and intuitively cuddle her. They confidently explore the well-resourced environment, following their interests and choosing resources to support their play. Children play outdoors daily and benefit from trips to local parks. The childminder provides nutritious snacks and ensures that children follow good hygiene routines to promote healthy lifestyles effectively. Children's behaviour is good. The childminder provides clear explanations to help children to understand why rules exist and constantly praises them for their efforts and achievements.

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Outcomes for children are good

Children develop good skills in preparation for future learning and later moves to school. For example, they demonstrate good hand-eye coordination as they fit pegs into boards. Children show determination as they work out how to turn knobs and press buttons on mechanical toys. They play harmoniously alongside each other and know how to take turns and share resources. Children fit shapes together to create simple structures and enjoy filling and emptying containers.

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Setting details

Unique reference number EY538561 Local authority North Yorkshire Inspection number 10079972 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 - 9 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Registers

The childminder registered in 2016. She operates all year round from 6am to 9pm, Monday to Sunday, except for bank holidays and family holidays. The childminder holds a relevant 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

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

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