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 provides a homely family environment where children feel happy and safe. Children who have just started and are unsure receive warm cuddles and reassurance to help them feel settled. Older children enjoy playing with toys that they are familiar with. They involve the childminder and each other, helping to provide them with a sense of security.

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The provision is good

The childminder has high expectations of all children in her care. She gets to know the children well, right from the beginning of the childcare arrangement. As a result, the childminder knows how best to build on children's learning experiences. She provides suitable challenge to help children gain the skills they will need when they go on to school. For instance, children learn how to dress themselves from an early age, during play, and they learn self-care practice such as handwashing.

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The provision is good

Children are imaginative and learn to include others in their play. For example, they show strong relationships with their peers and work together to play musical instruments and match sounds. Children demonstrate an understanding of various types of sounds and differentiate between quiet and loud. Children are confident in their environment. They invite the childminder into their play and ask for support without hesitation.

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need to do better?

n The childminder eagerly incorporates regular outings into her curriculum. She recognises the benefits that these experiences can offer to children. For instance, she takes the children to the community park and local children's groups. Children interact with others their age and the visits also support their physical development. n The childminder supports children's language development well. She talks with the children, models language, develops their vocabulary and helps them learn to pronounce words correctly. This supports the development of children's communication and language skills. n The childminder uses her observations to identify what children can do and to plan age-appropriate next steps for learning. She recognises the importance of sharing information with parents and working together to promote the best possible outcomes. For instance, she shares ideas and activities for home learning to support children's development. However, relationships with other

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need to do better?

settings children attend are not fully established. This limits consistency of children's learning. n The childminder values developing strong relationships with the families who use her service. For instance, she regularly shares her developmental records, as well as a daily communication book, to let them know about their children's care

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need to do better?

7 November 2019 routines. The childminder sends photographs to parents to show them children's activities. Parents are happy with the care provided and comment that their children love to attend and the activities available. n The childminder guides children's behaviour and encourages social skills such as sharing and taking turns. She makes the most of opportunities to help children to begin to understand their emotions and how their behaviour may affect the feelings of others. n The childminder has a good understanding of the need to maintain her professional development. She regularly updates her knowledge through various online training courses. She has started to reflect on her practice and ask parents and children for their views. However, she does not plan precise areas for development in order to achieve continuous improvement at a higher level. n The childminder provides activities that interest children and inspire them to be

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need to do better?

involved. They show sustained concentration as the childminder moves the dough activity in different directions to meet their individual needs. This consolidates previous learning. For example, children make hedgehogs and are delighted when they remember the word 'hoglets'. They ask for resources to make eyes and discuss how they will hibernate. n The childminder promotes children's literacy skills well. Children know the words and actions of familiar songs and rhymes. They excitedly choose their songs and dance. They select books from the shelf and settle down on the cushions to read.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding and how to ensure that children are kept safe. She has detailed policies and procedures that are shared with parents. She understands the various types of abuse, signs and the procedures to follow. Through recent training, the childminder ensures that she keeps up to date with changes in legislation and any areas for concern. Children understand the importance of staying safe as they help to tidy away activities at the end of play. They discuss how they need to use equipment such as scissors safely and sensibly.

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should:

n use self-evaluation more effectively to plan more precisely for areas to develop to achieve continuous improvement at a higher level n create a more collaborative approach to children's learning and development with other early years providers that children attend.

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Setting details

Unique reference number EY446823 Local authority North Yorkshire Inspection number 10071750 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 10 Total number of places 6 Number of children on roll 8 Date of previous inspection 12 November 2015

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Information about this early years setting

The childminder registered in 2013 and lives in Selby. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. 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 completed a joint evaluation of an activity with the childminder. 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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