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

The childminder provides a warm, welcoming and safe environment for children. There are a good range of toys and resources for children of different ages to choose from. Children are motivated and eager to engage in activities. For example, they enjoy building with wooden building blocks. Babies confidently place several bricks on top of each other to make a tower. The childminder offers praise and encouragement for children's efforts and children are willing to have a go at new tasks.

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The provision is good

The childminder works alongside an assistant and her co-childminder. They have high expectations of the children in their care. The childminder is a positive role model who demonstrates good manners, such as consistently saying 'please' and 'thank you'. Children recognise the clear boundaries set for them. The childminder and her assistant are responsive to children's needs, offering cuddles and reassurance when needed. The childminder continually talks to the children. She describes what they are doing and introduces new words to help increase their vocabulary. This supports children's communication and language skills well. For example, the childminder repeats new words clearly, such as 'sparkling', 'moon' and 'stars'. Children are happy, settled and eager to learn. They concentrate for significant periods of time relative to their ages.

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need to do better?

n The childminder and her assistant know children's interests and use these when planning activities and resources. They observe children during their play. The childminder makes accurate assessments to identify any gaps in children's development and plans clear next steps in learning for them. n Children have many opportunities to play in the childminder's garden and explore the local community. For instance, the childminder takes children on outings to the park, beach and for walks. Children benefit from exercise and fresh air, and find out about the wider world around them. n Children have fun as they learn, using all of their senses. For example, they enjoy investigating a large tray full of coloured rice. Children delight in filling and emptying containers. They use tools, such as scoops and funnels, to explore what they can do. The childminder and her assistant sit closely alongside children at their level. They introduce mathematical language, such as naming

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need to do better?

shapes and sizes. Babies pick up the small grains and drop them into cups. Children practise their small-muscle skills and mark making as they draw shapes in the material. This helps them to become well prepared for the next stage in their learning. n The childminder shares her great love of books with children. Babies pick up books and examine these with interest. Children choose familiar stories for the

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need to do better?

19 February 2020 childminder to read to them. A good range of books is freely accessible to the children to support their early literacy skills. The childminder encourages parents to take children's favourite books home to read. n The childminder reflects on the service she provides with her co-childminder and her assistant. She identifies her own professional development needs. For example, she has recently completed training in supporting children's communication and language development. This has had a positive impact on outcomes for children as she applies her learning to help individual children build on their vocabulary. Although the childminder supports her assistant well overall, she has not yet fully addressed extending her knowledge of the early years foundation stage. n The childminder establishes good relationships with parents and shares meaningful information with them about their children's current achievements.

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need to do better?

She takes time to get to know children and their families when they first start. However, the childminder does not consistently continue to gather all relevant information from parents about children's experiences at home. This does not fully support a continuity of approach. n Children follow positive hygiene routines and learn about healthy choices of food. The childminder and her assistant encourage children to be independent in their self-care, such as putting on their coats and shoes before going outside to play. Another example of this is when babies feed themselves with their fingers and try to use a spoon.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder identifies the signs and symptoms that may indicate that a child is at risk. She knows what to do and who to contact if she has any concerns about a child's well-being. The childminder is aware of wider safeguarding issues that may affect children in her care. She makes sure that her assistant has a good understanding of child protection procedures. This includes knowledge of the actions to take should there be an allegation of abuse against a household member. The childminder follows rigorous procedures when recruiting a new assistant. These include suitability checks, both initially and ongoing.

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should:

n strengthen the assistant's professional development by helping her to build further on her knowledge of the early years foundation stage n establish and review measures to gather and use information from parents to support children's outcomes even better.

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Setting details

Unique reference number EY487923 Local authority North Yorkshire Inspection number 10076458 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 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 14 March 2016

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Information about this early years setting

The childminder registered in 2015 and lives in Scarborough. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children. She works alongside her husband, who is a co-childminder, and with an assistant.

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Inspection activities

n The childminder showed the inspector around areas of the premises used for childminding and talked about how learning opportunities are provided. n The inspector spoke with the childminder, her assistant and the children. n The inspector took account of the written views of parents. n The inspector sampled documentation, including evidence of the suitability of adults living and working at the premises. n The childminder completed a joint observation of an activity with the inspector and discussed children's learning outcomes.

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Inspection activities

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

19 February 2020 19 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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