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 Met

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The provision is good

Children are very happy and contented learners. The childminder provides a stimulating and calm home, which helps children to develop an exceptional sense of belonging. Children display a loving and trusting bond with the childminder and her assistant. They behave exceptionally well with older children, showing a mature understanding of how to be kind and patient with others. Younger children are quickly developing these skills under the very gentle and consistent approach of the childminder. Children are given fantastic opportunities to build on their early awareness of the wonders of nature and the wider world around them. The childminder precisely plans and commits to helping children to build wonderful memories and involve them in new experiences. For example, Children enjoy trips to nature parks, the beach and the garden centre. They are enthralled and highly engaged learners. The childminder has a firm ethos and vision for her setting and

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The provision is good

in helping children to be highly curious and imaginative in their play. Children access many natural and everyday resources to help them to build on their sensory experiences in their learning.

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need to do better?

n Children express themselves clearly and confidently. The childminder consistently models clear and correct pronunciation. The childminder and her assistant both support children's thinking skills effectively. For example they ask open-ended questions and give children time to put their thoughts into words. As a result, children develop the skills they need for the next stage in their learning. n The childminder has high ambitions for all children. She provides a broad range of play experiences that build on and captivate children's interests. The childminder is skilled and knowledgeable about how children learn and develop. She observes children's development and fully involves parents in setting the next steps for their future. However, occasionally, the childminder does not adapt activities to give children the challenge needed to learn as much as possible. n The childminder uses self-evaluation well to help her to continuously assess all

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need to do better?

areas of her provision. She values the views and comments of parents and children in helping to identify improvements. However, the professional development programme is not precise enough to raise the quality of teaching to the highest level. n The childminder builds excellent relationships with the children. For example, she constantly offers reassurance, encouraging smiles and cuddles. Furthermore, both the childminder and her assistant chat to the children as they play alongside them. They are outstanding role models for the children. They consistently encourage and praise their good behaviour. Children behave

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need to do better?

20 February 2020 exceptionally well and show a high regard for one another. n The childminder supports her assistant well. For instance, she observes her practice, talks through teaching and encourages her to take part in meetings and training to develop her knowledge. n The childminder and her assistant promote children's early mathematical development well. For instance, they make the most of children's interest in imaginative play to involve them in counting, using dolls and matching colours. Children enjoy practising their use of numbers. The assistant encourages and praises the children, and supports them when they struggle. n The childminder and her assistant have developed excellent relationships with parents, based on her professional and caring approach. She gathers a wealth of information when children first start to attend her setting. This enables the childminder to plan for their next stage of learning from the start. Parents are

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need to do better?

exceptionally complimentary about the care and education their children receive. They comment on the caring approach and that they feel part of the childminding family. n Children receive a range of healthy snacks throughout the day. For example, they enjoy eating various types of fruit. They have a good range of opportunities to access fresh air and physical play, which supports their health and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistant keep up to date with all safeguarding training. They have an excellent and informed knowledge about the signs and symptoms that may suggest a child is at risk of harm. The childminder is highly vigilant and takes sensible precautions to safeguard children. She is extremely clear about the procedures to follow should she have concerns about a child's well-being. Her risk assessments are comprehensive for all areas of the home and outings. She supports children to understand how to keep themselves safe. For example, she teaches children about road safety as they walk to and from school.

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should:

n adapt teaching activities in response to children's changing learning needs, and offer challenge to support the best achievements n build on professional development to help raise the standards of teaching to the highest level.

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Setting details

Unique reference number EY398219 Local authority North Yorkshire Inspection number 10117480 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 18 Date of previous inspection 30 June 2015

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Information about this early years setting

The childminder registered in 2009 and lives in Barlby, near Selby. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk. She 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

20 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

20 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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