Childminder in North Yorkshire

Overall effectiveness Good

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

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The provision is good

Children enjoy playing in this friendly and inviting environment. They make choices about the resources that they need and work well with their peers. With support from the childminder, children learn how to take turns and share what they want to use. They develop their imagination as they play. Children decide to go on a pretend picnic. They giggle as they choose the rug, foods and cups to take.

p.2

The provision is good

Children are content, settled and keen to learn. Expectations about their behaviour are exceptionally high. Children enjoy familiar routines, helping them to feel emotionally very secure. Their physical care needs are supported extremely well and in a personal way. Children go to the toilet independently and are proud when they wash their hands by themselves. They use a wipe to clean their faces after eating their snack. Children know to look in the mirror to check they have done a good job.

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The provision is good

Children move confidently around the childminder's home and are keen to talk to her. They are highly imaginative and tell her about the make-believe bear they have seen on top of her roof. Children's early writing skills are promoted well. They are happy to see marks that their fingers make in a tray of salt. Children delight in searching for painted stones, decorated with the letters in their name.

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need to do better?

n The childminder ensures that children have enough time to settle in well. She collects information about children, before they start, to learn about them as individuals. This means that children very quickly feel safe and reassured. They have a can-do attitude in their play. n Children's early mathematics are supported well. The childminder offers children plenty of opportunities to count objects and name colours. For example, they count out pennies that are hidden in the play dough as treasure. They name the colours of split peas and lentils used in craft activities. n The childminder carefully watches what children do and notes down anything that is new or challenging. She checks children's progress regularly and uses their ever-changing interests to help plan a wide variety of activities and learning experiences. The childminder makes good use of many natural materials to keep children engaged in their play. However, she does not consistently consider how

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need to do better?

other resources can be used to maximise children's learning. n Children benefit from a language-rich environment, where they choose from a variety of books and stories. The childminder asks questions that help children to describe past events or talk about routines at home. However, she does not consistently emphasise the correct pronunciation to help children hear the different individual sounds used. This is particularly important for those children

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need to do better?

10 February 2020 whose language skills need more focused support. n The childminder is caring and nurturing as she plays alongside the children. She consistently promotes good manners and teaches children to be kind to each other. Children behave exceptionally well, given their age and stage of development. n The childminder has built up strong, positive working relationships with parents. She shares with them what their children have been doing and learning. She is extremely flexible and uses parents' preferred way of communicating. Parents comment favourably on her practice, such as the 'warm, home-from-home atmosphere'. n Children eat healthy and nutritious food. The childminder uses mealtimes as learning opportunities and as social occasions. For example, children sit together to eat the pink-coloured dip that they have prepared. They listen to how the pieces of celery, red pepper and cucumber crunch when they bite into them.

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need to do better?

n The childminder values the importance of outdoor play. Children love to explore the natural environment as they go on woodland walks or pond dipping. They enjoy getting fresh air and spending time in the childminder's garden, in all weathers. n Children with special educational needs and/or disabilities are supported sensitively and effectively. The childminder works well with parents and other professionals to share details about children's specific care needs. This ensures that all children continue to receive the learning input and support that they need.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder knows the signs and symptoms of abuse and neglect. She has a good understanding of the local safeguarding procedures. The childminder knows what to do and who to contact, if she has a concern about a child. She recognises the importance of keeping her skills updated and completes first-aid and safeguarding training. The childminder understands aspects of wider safeguarding issues, such as how to protect children from extreme views. She considers the risks in her home and garden. The childminder talks to children about how to stay safe as they play.

p.3

should:

n focus more precisely on the best ways of using resources to ensure higher engagement of children and maximum learning outcomes n model and emphasise the correct pronunciation of words to promote children's language skills to an even higher level.

p.3

Setting details

Unique reference number 400759 Local authority North Yorkshire Inspection number 10117293 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 3 to 4 Total number of places 6 Number of children on roll 2 Date of previous inspection 8 June 2016

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Information about this early years setting

The childminder registered in 2001 and lives in Leeming, North Yorkshire. She operates all year round from 8am to 6pm, Monday to Thursday. The childminder holds an appropriate qualification at level 3. She provides funded early education for three- and four-year-old children.

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Inspection activities

n The childminder explained to the inspector how she organises her provision and supports children's learning. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector completed an evaluated activity with the childminder. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of the views of parents spoken to on the day of the inspection and through written feedback provided. n The inspector looked at a range of documentation and checked evidence of the suitability of the childminder.

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Inspection activities

10 February 2020 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

10 February 2020 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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