Childminder EY466886

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Inadequate

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The provision is good

The childminder has thoroughly reviewed all aspects of her practice. She has welcomed advice from other professionals and sought out professional development opportunities to help her to strengthen her skills and knowledge. This has contributed to significant improvements since the last inspection.

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The provision is good

The childminder supports children's development well. Teaching is closely focused on what they need to learn next. Children, generally, benefit from appealing activities that help them to build on their skills and knowledge. However, occasionally during indoor play, children's opportunities to explore and investigate are limited.

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The provision is good

Parents are very happy with the childminder's services and like the home-from- home setting. Children are happy and at ease in the childminder's care. They develop close bonds with her and her assistant, which demonstrate that they feel safe. For example, children snuggle on her lap when they have just woken up, comforted by her reassuring words and hugs.

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The provision is good

The childminder has clear expectations for children's behaviour. Children respond well to her gentle reminders and they behave well. She teaches them to be kind and considerate to their friends. However, she has not considered more ways to strengthen children's understanding of the similarities and differences between themselves and others in the community and wider world.

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need to do better?

n The childminder observes children at play and uses her findings to assess their abilities. She identifies areas where children need more support and helps them to make better progress. Children catch up quickly and achieve well. The childminder's recent professional development has helped her to support children's developing language skills more effectively. This is evident in the progress made by children in this area of learning. She intends to strengthen her teaching skills across all areas of learning to even higher levels. n Children are confident learners who choose activities from the range on offer and lead their own play. The childminder generally supports this well, for example, by talking to them as they play to help to promote their speaking and understanding skills. However, there are occasions when the childminder does not support children's curiosity and exploration to the highest levels. For

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need to do better?

instance, children show an interest in wooden rings and bricks. The childminder does not give them enough time to explore and try out different ways to play with them. n The childminder makes good use of her local area to help to build on children's

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need to do better?

22 November 2019 experiences. During visits to nearby fields and forests, children observe plants, animals and their habitats. For example, they learn to identify molehills and talk about the dangers of eating berries from wild bushes. n Children benefit from plenty of exercise, fresh air and healthy meals that help to promote their good physical health. The childminder has introduced visual reminders that help children to learn and remember good hygiene habits. For example, they know when to wash their hands and how to dispose of tissues safely. This helps children to develop an understanding of how to keep themselves healthy. n Children develop a sense of self from an early age. For example, they study themselves in mirrors and play peek-a-boo through the reflection. Parents say the childminder knows each child well and helps them to develop their personalities. However, the childminder has not looked at how she can help

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need to do better?

children to develop a deeper understanding of people, families and communities beyond their own experience. n The childminder supports her assistants well and ensures that they feel valued and are happy in their role. She involves them in reviews of practice and encourages them to share their ideas. The childminder shares her new knowledge from professional development with them. This helps to build on the overall quality of teaching. n Children show good independence skills. Younger children learn to feed themselves. Older children manage their own clothing, for example they put on their shoes and coat without help.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of child protection procedures. She is aware of the different kinds of abuse that children can suffer from. She has clear and effective procedures to record and report concerns about children's welfare. The childminder has good knowledge of how to respond to children's illness and injuries, underpinned by a paediatric first-aid qualification. Stringent procedures for managing children's medication help to further ensure their well-being. Regular checks help to ensure children stay safe in the childminder's care. For example, the childminder checks on sleeping children frequently. She ensures that rooms, toys and equipment are safe to use.

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should:

n help children to develop an even greater understanding of people and communities in their local area and the wider world n provide children with even more time and opportunities to explore and

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should:

22 November 2019 experiment indoors to help to promote their curiosity and investigative skills to even higher levels.

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Setting details

Unique reference number EY466886 Local authority North Yorkshire Inspection number 10113774 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 12 Number of children on roll 15 Date of previous inspection 12 June 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Pickering, in North Yorkshire. She operates all year round, Monday to Friday from 8am until 6pm, with the exception of bank holidays and family holidays. The childminder has a relevant childcare qualification at level 3. She employs three assistants who work with her occasionally.

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Inspection activities

n The childminder showed the inspector around her home and explained how she supports children's care, learning and development. n The inspector observed an activity and discussed the quality of teaching and learning with the childminder. n The inspector observed activities and routines during the inspection and assessed the impact of practice on children's care, learning and development. n The inspector spoke to the childminder and her assistant at appropriate times during the inspection. She also spoke to children and took account of the views of parents through written feedback provided and a discussion with one parent.

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Inspection activities

22 November 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

22 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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