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 Good

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The provision is good

The childminder and her assistants provide a warm, welcoming home where children play and learn happily. Children have access to a wide range of toys and resources that support their learning effectively. For example, the childminder plans activities linked to children's interests. Children develop knowledge and skills in preparation for their future learning. They are confident and have strong emotional bonds with the childminder, who cares for them to the highest level. Children are keen to join in with activities and are beginning to form friendships with one another. Older children know how to play simple games and can convey the rules to their younger friends.

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The provision is good

The childminder has good strategies in place to help children understand right from wrong. She sensitively intervenes in children's play to remind them about sharing, and swiftly changes planned activities to reinforce examples of good behaviour. For example, children understand that if they tidy away play resources, this helps to organise the rooms and to make space for other activities. The childminder provides lots of opportunities for children to make new friends at local groups and visit the local community.

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need to do better?

n The childminder and her assistants are kind, warm and caring. They form close nurturing bonds with the children attending. The childminder reassures children and engages well in their play and learning. Children are happy and settled in this welcoming environment. They receive regular praise and learn at a young age about what is right and wrong. Younger children's emotional well-being is a high priority. They smile as the childminder speaks to them and bring toys and equipment to explore together. n Children are well cared for and the childminder knows their individual routines well. They are learning about hygiene matters, such as handwashing. Nappy changing is carried out swiftly and gives children the privacy and dignity needed. Those children requiring sleep during the day are monitored closely as they rest. n The childminder knows how to work in partnership with other providers, including schools. She works closely to ensure a joint approach to children's

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need to do better?

learning and development. The childminder ensures contact is made with schools prior to children's transitions. She is knowledgeable about what other settings need children to know and do. n The childminder is aware of children's life experiences at home and uses this information to broaden their learning. For example, she provides additional opportunities for children to socialise with other children at activity groups and to go on outings to parks and other local amenities. n The childminder has positive working relationships with parents. She discusses

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need to do better?

7 November 2019 children's progress with them on a daily basis to share information and support children's ongoing learning. The childminder encourages parents to be involved in the setting and makes suggestions about how to support and extend children's learning at home. She focuses on areas of learning that children need more support with. n The childminder ensures that all mandatory training is completed by her assistants. For example, all have up-to-date paediatric first-aid certificates and food hygiene qualifications. However, she has not yet fully implemented a carefully targeted programme for supervision and the professional development of all staff. n Although the childminder reflects on some aspects of her practice and shares this with her assistants, self-evaluation does not identify precise improvements. The childminder does not assess the impact of current priorities over time. n The childminder uses her experience and what she knows about children to plan

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need to do better?

interesting experiences that support children's next steps in learning. She supports children's communication and language skills. The childminder models language for younger children. She provides clear explanations to help children understand, supporting them to think and reason. Children develop in line with levels typical for their age.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good knowledge and understanding of all aspects of safeguarding and how to ensure that children within her care are protected and kept safe. She accesses training and further information from the internet to widen her skills and keep up to date with changes in legislation. She shares all training and information with her assistants to ensure they have the same level of knowledge and understanding. The childminder has accessed safer recruitment training to equip her with the skills to recruit suitable assistants. All adults within the home and assistants are vetted.

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should:

n develop further the professional development and supervision of assistants, to increase their skills and develop the highest quality of teaching n enhance self-evaluation procedures to identify more precise areas of development and assess the impact of the current priorities over time.

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Setting details

Unique reference number EY479083 Local authority North Yorkshire Inspection number 10076116 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 to 6 Total number of places 12 Number of children on roll 4 Date of previous inspection 13 January 2016

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Information about this early years setting

The childminder registered in 2014 and lives in the Norton area of Malton. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with assistants. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

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

7 November 2019 7 November 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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