Pearson Catherine Jayne

Inspection date 16 August 2019 Previous inspection date 20 November 2014

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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 Children take part in a broad range of activities and experiences that help them to progress very well in their learning overall. They are confident and animated learners who develop a whole host of skills in readiness for nursery or school. Children have impressive communication and language skills. n The childminder promotes children's physical well-being and their understanding of healthy lifestyles very well during activities and care routines. n All children have been attending since they were babies. They demonstrate that they have extremely secure attachments with the childminder and how at ease they are. The childminder meets their individual needs through strong partnerships with parents. n Children have good opportunities to explore a wide range of sensory media and materials that ignite their natural curiosity as learners. n Three-year-old children demonstrate wonderful friendships and essential early social

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This provision is good

skills. The childminder's jovial and positive manner encourages good behaviour and she models a respectful and kind manner. n The childminder maximises opportunities for children to develop early independence during care routines and as they play. Children clearly enjoy helping with tasks and enthusiastically manage their own self-care. n The childminder does not fully consider how she can increase boys' interest in early literacy, especially when they enjoy being outdoors. n The childminder does not fully consider how she can seek the views of parents or target further continued professional development as part of her self-reflection.

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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 take greater account of what boys enjoy doing to develop their interest in early literacy and enhance their skills in this area of their learning n strengthen self-evaluation processes to include the views of parents and to target continued professional development even more precisely to optimise teaching.

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What the setting needs to do to improve further

n The inspector looked at the areas of the home used for childminding. She observed activities indoors and outdoors, and the interactions between the childminder and children. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documents and children's records of learning. n The inspector spoke to children during the inspection. n The inspector viewed feedback from parents in the form of emails.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder refreshes her child protection training. She can identify possible signs of abuse and understands how to report concerns to keep children safe. The childminder supervises children closely, for instance while they go up and down the stairs and by ensuring the security of the premises. She helps children learn to keep themselves safe. For example, by reminding them to push the chair under the table to prevent them walking into this and bumping their face. The childminder attends mandatory training. She evaluates her practice in certain respects to keep up to date with changes and implement new ideas.

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Quality of teaching, learning and assessment is good

Overall, the childminder's qualification has a positive impact on her practice. She continually observes and assesses children's progress, in order to plan for what they need to learn next. Her enthusiasm and effective teaching motivate children, all of whom have good levels of energy and an eagerness to learn. The childminder gives children time to think when she asks questions and models words correctly. She uses spontaneous opportunities, such as finding caterpillars in the garden, to extend children's learning. The childminder then reads a story about a very hungry caterpillar during snack time, which reinforces children's early mathematical skills. She replicates the different food items in the story on plates. Children then count the corresponding number of food items before tucking into these.

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Personal development, behaviour and welfare are good

The childminder has a good knowledge of the children in her care. She exchanges a variety of information with parents, for example through a daily diary and records of learning. Children behave extremely well and the childminder sensitively reminds them about expectations, such as putting the lids back on the felt-tip pens. Children delight in helping to clean the table before lunch and in creating their own healthy wraps. They are eager to show that they can put on their own coats and wellington boots in readiness for playing outside. Children show patience and perseverance as they learn how to fold their piece of paper in half while creating a butterfly painting.

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Outcomes for children are good

Children are keen to take part in activities and show very good focus and concentration. They dig in mud and show good imagination while pretending to make 'soup'. Children share ideas and play collaboratively while having a picnic together, using role-play resources. Children demonstrate good hand-to-eye coordination within a range of activities. For example, they carefully transport water from one container to the other and use other trickier tools such as a pipette. Children provide an amusing running commentary about what they are doing and what is happening. Girls are particularly interested in practising their early writing skills at the easel.

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Setting details

Unique reference number EY243432 Local authority North Yorkshire Inspection number 10069638 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 1 - 9 Total number of places 6 Number of children on roll 11 Date of previous inspection 20 November 2014

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Registers

The childminder registered in 2002 and lives in the Carlton area of Skipton. She operates all year round from 7.15am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She holds a childcare 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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