Coxon, Sarah Jane

Inspection date 1 May 2019 Previous inspection date 14 December 2015

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This inspection: Good 2

Previous inspection: Good 2 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 The childminder closely checks how well children develop in their learning and shares this information with parents. She completes ongoing assessments and uses this information to plan activities that provide the highest level of challenge for all children. This contributes to the good progress that children make. n The childminder acts as a positive role model. She provides children with meaningful praise to boost their confidence in their own abilities. This contributes towards children's good behaviour. n The childminder supports children's early mathematical skills well. For instance, as children play with toy animals, she encourages children to count, discuss colour and differentiate size. n The childminder seeks detailed information from parents prior to children attending her setting. This helps to support children's emotional well-being effectively and enables the childminder to meet children's needs successfully.

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This provision is good

n The childminder's continuous professional development is targeted to improve her skills and the outcomes for children. For instance, she has attended training in supporting children's speech and language, to assist children with recognised delays in their communication. n The childminder does not seek enough information from the other early years settings that the children attend. Consequently, opportunities to promote greater consistency when planning for their future learning needs are missed. n The childminder does not provide children with the best possible opportunities to learn about and understand people's differences and similarities beyond those of their own experiences.

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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 extend links with all other settings that children attend in order to promote consistency in supporting children's learning and development n provide further opportunities for children to learn about diversity and people's differences and similarities beyond their own experience.

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What the setting needs to do to improve further

n The inspector observed play and learning opportunities for children and undertook a joint observation of an activity with the childminder. n The inspector talked to the children and held a number of discussions with the childminder. She took account of the views of parents through written feedback provided. n The inspector discussed self-evaluation and how the views of parents and children are included to promote improvement. n The inspector reviewed relevant documentation, including the suitability of household members, children's learning journals and a sample of policies and procedures. n The inspector viewed areas of the childminder's home used for childminding.

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Effectiveness of leadership and management is good

The highly committed childminder evaluates the effectiveness of her provision, taking into account the views of parents and children, and plans for continuous improvement. For example, she has plans to improve the outdoor learning experiences for children even further. Arrangements for safeguarding are effective. The childminder has a thorough understanding of the process for reporting concerns about children's welfare. Written information from parents demonstrates the high respect they have for the childminder. They feel that they are kept well informed about their child's progress.

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Quality of teaching, learning and assessment is good

The childminder helps to motivate children, for example, by making use of their interests to promote learning. The childminder provides resources that she knows are appealing to children, to encourage their participation in activities, such as small-world play and role play. Children develop their imaginations well. For instance, they make suggestions as they pretend to embark on a trip to the seaside. Children answer the childminder's questions, which helps to develop their thinking and communication skills effectively. The childminder supports children's language development effectively. She speaks clearly and repeats words to encourage correct pronunciation. The childminder shows children how to do things and then encourages them to try for themselves. For example, she demonstrates how to remove stickers from their backing, to add to paper to create a picture. This helps children to develop their finer physical skills and good independence.

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Personal development, behaviour and welfare are good

The childminder provides a homely environment, where children are happy and confident. Children have an extremely positive relationship with the childminder. They often seek cuddles from the childminder, who is happy to comfort and reassure them. This supports children's emotional well-being very well. The childminder teaches children about healthy lifestyles. For example, children know to wash their hands before meals and are offered fruit daily. A good range of resources in the outdoor area, and trips to local play areas, help to support children's physical development. Children are well supported to learn how to keep themselves safe through clear instruction. This includes practising road safety on outings and being reminded of appropriate behaviour indoors.

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Outcomes for children are good

Children make good progress in their learning and development from their starting points. They acquire the skills for their next stage in learning or for starting school. Children think critically as they figure out how to put train tracks together. Young children gain independence relative to their age. For example, they learn how to drink from a cup without a lid. They explore their surroundings with confidence and display a very strong sense of curiosity.

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Setting details

Unique reference number EY431764 Local authority North Yorkshire Inspection number 10071747 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 10 Date of previous inspection 14 December 2015

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Registers

The childminder registered in 2011 and lives in Helmsley in North Yorkshire. She operates Monday, Tuesday, Wednesday and Friday from 8am to 5.30pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for two-, three- and four- year-old children.

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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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