Butterworth, Joanne

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 happy and settled in the homely environment that the childminder provides. Good attention is paid towards keeping children safe. Children show how relaxed they are in the childminder's care. They approach the childminder for cuddles and comfort and happily play alongside her. The childminder knows every child and family extremely well. She often goes 'above and beyond' to support parents, and they value the level of care shown to their children. She has the highest expectations for each child. Her knowledge of every child is impressive. She works tirelessly to plan activities she knows will interest children and support their learning and development.

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The provision is good

Children thoroughly enjoy playing with the wide range of interesting and stimulating activities and resources provided. They develop their small-muscle skills through various activities. For instance, children delight as they print with various fruit and vegetables. They are eager to smell and taste the fruit and then print with their hands as they mix colours. Children confidently then recall printing with their feet and the childminder enables children to repeat the activity. Children giggle as they feel the paint on their feet and are delighted when they see their prints.

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need to do better?

n The childminder demonstrates a good understanding of how to support children's progress. She promotes children's communication and language skills very well. For example, she models sounds and single words, and clearly repeats words for young children to copy. The childminder enthusiastically sings rhymes and melodies, which helps children's vocabulary and understanding of rhythms. n Children form close relationships that provide good support for their emotional well-being. Babies babble and respond positively to the childminder, and older children chat constantly to her. Older children are kind and considerate to their younger peers. Children behave well. The childminder gently reminds children about how to behave. She offers lots of praise and encouragement to reward them for sharing and taking turns. The childminder is quick to notice children's achievements. For example, she talks to them about how they have helped

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need to do better?

other children. This makes children feel proud and boosts their confidence and self-esteem. n The childminder reflects on her practice and identifies areas for development and improvements. Although the childminder has undertaken some training, she has not established a highly targeted programme of professional development to ensure that her skills and knowledge improve consistently to the highest level. n The childminder has a good knowledge of where children are in their learning, the progress they have made and what they need to help them move forward. She closely monitors children's progress. This enables her to recognise promptly

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need to do better?

2 March 2020 if there are any gaps in their learning and implement strategies to ensure that these gaps are swiftly closed. n The childminder understands the value to children of having regular opportunities to listen to stories, hear rhymes and sing songs. Children show that they enjoy these times. They point out and talk about a story. They listen attentively to nursery rhymes and fill in the 'missing words' the childminder deliberately leaves out. However, the organisation of books limits opportunities for children to access books independently and to develop their early literacy skills further. n The childminder has developed strong partnerships with parents. She uses verbal and written communication to involve parents in their child's progress and learning. For instance, she provides parents with daily photographs and information about their child's interests during the day. The childminder also shares assessments with parents of their children's development each term. This

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need to do better?

helps parents to have a clear understanding of their children's progress. Parents comment on the great progress their children have made since starting with the childminder and are 'extremely pleased with the level of care provided'. n Children have lots of opportunities for fresh air and exercise as they engage in play outside. The childminder regularly takes children on outings. They have fun as they visit the park, soft-play centre and local playgroups. This helps children gain an understanding about their community and further develop their social skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her safeguarding responsibilities to keep children safe from harm. She attends relevant safeguarding training, including courses in wider child protection issues. She has a good knowledge of the signs and symptoms that indicate a child may be at risk of abuse, neglect or being drawn into extreme behaviours or ideas. The childminder keeps the premises secure. She continually assesses her home to minimise any hazards to ensure that it is safe for children.

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should:

n improve the accessibility of books to enable children to access these independently to develop their early literacy skills further n develop a more targeted plan for professional development to increase knowledge and skills further and raise the quality of teaching to the highest level.

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Setting details

Unique reference number EY400307 Local authority North Yorkshire Inspection number 10064389 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 7 Date of previous inspection 4 January 2016

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Information about this early years setting

The childminder registered in 2009 and lives in Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She 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 with the childminder. 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 interviews and written feedback provided.

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Inspection activities

2 March 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

2 March 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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