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

Children are well supported by the kind and responsive childminder. They look to her for gentle reassurance when needed, and she freely offers appropriate affection while promoting their independence. The childminder makes sure that she understands children's needs and interests, and uses this information to develop the provision. For example, she regularly speaks with parents and evaluates children's development as they play. This means she is able to adapt the environment and activities on offer for children, which promotes their learning and understanding. Consequently, children confidently access the high-quality resources available and are challenged by the childminder to continue to progress.

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The provision is good

The childminder regularly takes children on outings in the local area to venues such as the beach, the park and playgroups. This helps children to learn about the community in which they live. Equally, it supports their social development as they meet and play with other children. This is a skill which the childminder recognises as being important for when children move on to school.

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The provision is good

Parents appreciate the caring, home-from-home environment the childminder provides for children. They comment on the positive impact the childminder has on children's abilities, in readiness for the next stage of their learning.

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need to do better?

n The childminder promotes children's speech and language skills and their understanding of early mathematical concepts. Children sing songs and rhymes with the childminder as they play. There are many good-quality books available for children to access, either independently or while cuddled up with the childminder as she reads to them on the sofa. The childminder facilitates conversation with the children and encourages them to respond. She talks to them about what they are doing. She counts with children as they stack containers, or when sharing fruit at snack time. n The childminder makes accurate assessments of what children know and can do. She uses this information to plan appropriate and challenging activities. However, some activities provided for older children are not always adapted to match the ability and understanding of younger children. As a result, they do not always benefit from the experiences provided.

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need to do better?

n The childminder is a good role model. She consistently demonstrates her expectations for children's behaviour. The childminder gently reminds children of the rules when unwanted behaviour is displayed. She carefully explains the reasons why we share and take turns or do not throw toys. She praises good manners and positive behaviour to reinforce this. She has a calm nature which assists children as they learn to regulate their own behaviour, even when they

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need to do better?

18 December 2019 are very excited. n The childminder encourages children to lead a healthy lifestyle. She offers healthy snacks and drinks, promotes personal hygiene, such as wiping runny noses, and helps children with handwashing routines. She offers parents advice about the negative impact persistent dummy use can have on children's speech and language development. n The childminder has a good understanding of the ways in which children develop. She has a keen desire to help children to achieve as much as they are able to. She considers the views of parents when evaluating the effectiveness of her setting. She also looks at what children are learning in her care as she knows that her practice directly affects this. The childminder does not undertake regular review of her own professional development. This means that she is not aware of the most recent changes to early years practice. n The playroom is set out to encourage children to be independent both in their

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need to do better?

learning, and as they develop self-help skills. For example, children are able to select high-quality toys and resources which interest them. They can reach their outdoor clothing from low-level coat hooks. Tissues are accessible, and there is a sturdy step in front of the handwash basin. Children safely chop fruit at snack time. The childminder has appropriately removed or minimised potential hazards in the environment in order to keep children safe.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a sound knowledge of appropriate safeguarding procedures. She recognises the signs and symptoms which may indicate children are at risk of abuse or neglect. This includes wider safeguarding matters, such as radicalisation. The childminder has policies and procedures in place to assist her in understanding what she should do if she were concerned about a child. These include what support may be offered through the local safeguarding partnership. The childminder is clear about how to manage any allegations made against herself or a household member.

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should:

n consider how to make sure younger children benefit from learning opportunities provided n improve the processes for continued professional development.

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Setting details

Unique reference number EY441645 Local authority North Yorkshire Inspection number 10075070 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 3 Date of previous inspection 18 February 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Scarborough, Yorkshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder told the inspector how she plans what to teach, how she does this, and how she measures the impact for children. n The inspector observed all areas of the childminder's home used for childminding. n The inspector observed the experiences of children in the setting. n The childminder and the inspector jointly evaluated the effectiveness of activities provided for children. n The inspector viewed a sample of documentation, including the childminder's safeguarding policy and evidence of appropriate first-aid training. n The inspector considered written feedback from parents. n The childminder told the inspector how she manages her setting, including her own professional development.

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Inspection activities

18 December 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

18 December 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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