Childminder in North Yorkshire

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children arrive happily and settle quickly because they have developed secure relationships with the childminder. This is supported from the start of a child's time with the childminder through an effective settling-in process. The childminder uses this time to get to know the child and start to build trust with parents. Children are keen to share details of their family life with the childminder, such as what has happened at home over the weekend. The setting feels warm and welcoming.

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The provision is good

Children are excited by the variety of well-planned activities and appropriate resources on offer. They make independent choices, such as whether to play indoors or outdoors and which equipment to use to mix the flour and water together. Children's behaviour is excellent. The childminder very rarely has to remind children about her expectations, and older children gently prompt younger children about turn taking and sharing.

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The provision is good

Children who speak English as an additional language are very well supported by the childminder. She identifies barriers to communicating with parents and works closely with other professionals to overcome these difficulties. This means that all parents are offered regular updates about how their children are progressing and what they have enjoyed doing.

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need to do better?

n Communication between the childminder and the children is good. The childminder models language extremely well. This teaches children how to form sentences, ask questions and hold conversations. These skills are particularly useful for non-verbal children and babies and those children who speak English as an additional language. n Children demonstrate a wide-ranging vocabulary which is supported by the childminder. When playing during a messy activity, children use words such as 'mixing', 'melty' and 'powdery' to describe what they are seeing and feeling. They describe the function of hospitals and ambulances when role playing, explaining that, 'You go there if you are hurt to get better.' n The childminder plans appropriate activities for the children, based on their interests and prior experiences. For example, one week the children are interested in 'The Gruffalo' story. The following week, the childminder uses this

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need to do better?

story to plan activities which promote children's early reading and writing skills. n The childminder revisits children's prior learning to ensure that they have remembered what has been taught. She then extends this learning by offering even more challenging activities. For example, a counting song about ducks in the water tray leads to children making simple calculations. They demonstrate an understanding of the value of 'one less than'.

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need to do better?

30 September 2019 n The childminder reflects on what children have enjoyed and which activities have not been as successful. She uses this information to make sure that children remain engaged and challenged, therefore helping them to prepare for school. n Children are offered a wide range of healthy, nutritious meals and snacks which the childminder prepares for them at the setting. She considers children's special dietary requirements and preferences, offering appropriate alternatives where necessary. The childminder uses mealtimes as an opportunity to promote social skills and good manners. Children say that they like the food offered to them. On occasion, the childminder does not consider cross contamination rigorously enough when preparing food. n Children respond well to the childminder as she encourages their independence skills. For example, when preparing for their snack, the childminder asks the

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need to do better?

children to set the table. The children get plates and cups from the appropriate drawer in the kitchen. n The childminder recognises the importance of children's regular attendance and promotes this in her setting. She works closely to support families where regular attendance may be more difficult. When children do not arrive when they are expected to, the childminder follows this up with parents. n Parents report that the childminder is approachable and professional. They feel very well informed by the regular updates the childminder provides them with about their children's learning and development. They describe the setting as 'home from home'. Parents like the frequent and varied outings the childminder arranges. They report these help children learn about the local community. n Children demonstrate that they are happy in this setting. They tell the inspector, 'It is like an adventure here!'

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of the signs and symptoms which may indicate a child is at risk of abuse. She has a sound knowledge of the appropriate local child protection reporting procedures. The childminder is also aware of the offer in place locally for families who may need support outside of child protection arrangements. She ensures that the setting is safe and secure and that risks for children are adequately assessed and addressed. This helps to keep children safe and promotes their well-being, without impacting on their enjoyment, ability and resilience.

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should:

n further enhance the arrangements for the hygienic preparation of food.

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Setting details

Unique reference number EY539658 Local authority North Yorkshire Inspection number 10093935 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 to 3 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Cayton on the outskirts of Scarborough. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a recognised childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder discussed how activities for children were planned, taught and evaluated. n The childminder and the inspector jointly evaluated the effectiveness of an activity the childminder provided for the children. n The inspector spoke with children and considered their views throughout the inspection. n The inspector spoke to parents and read their written feedback to gain their views of the setting. n The inspector observed the experiences for children in all areas of the setting, indoors and outdoors.

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Inspection activities

30 September 2019 We carried out this inspection 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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Inspection activities

30 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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