Yorke, Heidi

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

p.1

The provision is good

Children form secure bonds with the childminder and her assistant and demonstrate that they feel safe. The environment is warm, welcoming and homely. The childminder and her assistant value children's unique characteristics and interests. The strong relationships between the childminder, children and their families help children to feel a sense of belonging.

p.2

The provision is good

The childminder has high expectations for all children. She has a good understanding of their individual learning needs. Children are keen to join in learning activities and celebrate their achievements. For example, young children take great pride in identifying colours during group time. Children delight in naming shapes, including pentagons and octagons.

p.2

The provision is good

The childminder and her assistant collect meaningful information from parents from the start. This helps them to find out quickly what children already know and can do. Routine observations of children during play inform the accurate assessments. Children behave well relative to their ages. The childminder and her assistant teach children to use good manners and to be kind. They are positive role models.

p.2

The provision is good

Children have fun in the childminder's home. They make free choices in their play, indoors and outside. However, there is scope to improve the organisation of resources to promote learning further for those that learn best outdoors.

p.2

need to do better?

n The childminder knows children well and plans a wide range of exciting activities to meet their interests, especially indoors. Children make dens, with help from the childminder, using blankets. They giggle with glee when the childminder searches for them and finds their hiding place. The childminder and her assistant work together to address children's needs promptly. Children acquire skills in preparation for their future learning, including the eventual move to school. However, overall, use of the outside environment is not as well planned as for the inside play areas. n The childminder and her assistant prioritise working closely with parents to maintain a consistent approach to children's care and learning. For instance, parents value their advice on toilet training. They like to take books home that children have enjoyed at the setting. Parents comment that they feel well informed about their children's routines and experiences.

p.2

need to do better?

n Children enjoy a wealth of outings into the community. They regularly visit local shops, parks, museums, gardens, beaches, libraries and seaside attractions. These trips help them to understand about the wider world and to use their social skills.

p.2

need to do better?

18 February 2020 n Children are eager to take on tasks for themselves and show good levels of independence. For example, on arrival, they hang up their coats on pegs. Children put on their coats and shoes, with a little help, before going outside to play in the fresh air. They follow consistent hygiene routines, such as washing their hands before eating. Babies happily feed themselves finger foods at lunchtime. n The childminder and her assistant support the development of children's good communication and language skills. One example of this is when they introduce new vocabulary as children pretend to go shopping. Children collect play food in their baskets, while the childminder provides an ongoing commentary. New words such as 'customer', 'shopkeeper' and 'giving change' are woven into the narrative. Children use their imaginative skills. They happily take turns in acting as the cashier, scanning each item.

p.2

need to do better?

n Children practise their early literacy skills throughout the day. For example, they eagerly join in with familiar rhymes, accompanying these with musical instruments. Children are keen to say what the pictures displayed on cards are. The assistant animatedly reads a story about valuing each other for our special characteristics. n The childminder and her assistant listen to the views of parents and children when making any changes. However, they do not identify and address a specific professional development programme to improve their good teaching skills further. Nevertheless, the assistant appreciates the support she receives from the childminder and enjoys working alongside her.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder shares her policies and procedures with parents, including those for child protection and wider safeguarding issues. This helps to raise awareness about her role in keeping children safe from harm. The childminder knows the signs of abuse. She understands the local procedures to follow should she have a concern about a child's welfare. The childminder and her assistant check indoors and outside, to help to maintain a secure and hazard-free environment for children. They supervise children closely and teach them about keeping themselves safe. For instance, children learn about road safety from an early age.

p.3

should:

n implement planned improvements to the outside area to enhance opportunities further for children who prefer to learn outdoors n focus the professional development programme on continuously improving the quality of teaching skills for the childminder and the assistant.

p.3

Setting details

Unique reference number EY371170 Local authority North Yorkshire Inspection number 10074090 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 to 9 Total number of places 18 Number of children on roll 13 Date of previous inspection 9 May 2016

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Scarborough. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant and they both hold appropriate qualifications at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The childminder showed the inspector around the areas of her home that are used for childminding. She explained how she uses these spaces to deliver learning for children across the age groups. n The inspector spoke to the childminder, her assistant and the children at appropriate times throughout the inspection. n The inspector observed the quality of teaching and assessed the impact of this on children's learning. n The childminder completed, and discussed, a joint observation with the inspector. n The inspector took account of the views of parents in written feedback.

p.4

Inspection activities

18 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.

p.4

Inspection activities

18 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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