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

Children are happy, secure, and confident. The childminder greets them warmly on arrival and they quickly settle in to their play. Children enjoy a wide range of interesting experiences at this friendly and welcoming setting. For example, they delight in singing, sharing stories, arts and craft activities, moulding play dough, and role play. Children go on frequent outings that help provide rich experiences of life outside the setting. For instance, they visit local parks, toddler groups, libraries, shops and beaches. Children make independent choices about what resources they would like to play with. The childminder knows them well and follows their interests and leads in activities. She is caring and kind and has strong bonds with the children. They have fun together and obviously enjoy each other's company. Occasionally, the childminder, in her eagerness for children to succeed, does not give children enough time to think and respond to her questions. The experienced

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The provision is good

childminder has high expectations for children. Children's behaviour is good and they enjoy praise and encouragement from the childminder. They concentrate well during activities and are curious and eager to learn. Although the childminder generally supports children's learning well, there is scope to strengthen her continuous professional development. She has not developed a sharp focus on specific teaching skills to support individual children's needs even further.

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need to do better?

n The childminder gathers parents' views and reflects on children's experiences in order to evaluate her setting. However, she has not yet clearly identified ways to build on her good teaching skills even more to support each child's achievements to the highest level. n The childminder is a positive role model. She encourages children to use polite manners, such as saying 'please' and 'thank you'. Children are considerate, independent and helpful. For instance, they tidy away toys between activities, to maintain a safe environment. Children play very cooperatively together. They form firm friendships with each other and develop effective social skills. n Children take frequent trips into the wider community, which helps to promote their understanding of the world. For example, children speak excitedly about outings to the childminder's beach chalet, from where they can explore the rock pools. At playgroups, they mix with larger groups of children and find out about

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need to do better?

other people's similarities and differences. n The childminder has strong relationships with parents, who speak highly of her and the service she provides. Parents praise the good systems for communication, including the use of a daily diary. This helps to keep parents informed about the activities their children take part in, as well as what they eat and how well they sleep. There is a consistent approach to children's learning and development. This supports their move to the next stage in their learning

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need to do better?

6 March 2020 and in preparation for nursery and school. n Children benefit from healthy snacks and meals, and regular fresh air and exercise. Well-established hygiene routines help to keep children safe and healthy. Children's physical development is supported well. Trips to parks contribute to developing children's strength and balance. They improve coordination and use smaller muscles through activities that promote their fine motor skills. For example, young children persist until they connect together trucks behind a train and place model people in the seats. n The childminder leaves gaps for children to fill when reading familiar books or singing. This encourages them to recall stories and songs for themselves. Support for mathematics is woven through daily routines. Children count the number of stars that they stick onto a card. They talk about the colours of the cars as they play and enthusiastically take part in number rhymes.

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need to do better?

n There is ongoing support for children's developing communication and language skills. The childminder repeats back to the children what they say to show they have been understood. She introduces new words, such as 'cashier', while children pretend to go shopping. However, the childminder does not consistently allow children sufficient time to answer her questions for themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder's home is clean, safe and secure. She has a thorough understanding of her role and responsibilities around safeguarding children. The childminder knows how to identify concerns and the procedures she must follow in order to report these. There are policies in place to promote safe practices and ensure the smooth running of the setting. The childminder regularly checks her home to minimise any hazards. She teaches children how to keep themselves healthy. For example, she shows them how to wipe their noses, dispose of tissues safely and clean their hands.

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should:

n focus the professional development programme sharply to address improvements to the quality of teaching, in order to raise standards even higher n allow time for children to think creatively, respond to questions and practise their growing communication skills further.

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Setting details

Unique reference number 401025 Local authority North Yorkshire Inspection number 10072894 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 17 February 2016

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Information about this early years setting

The childminder registered in 1981 and lives in Scarborough. She operates all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-year-old children.

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Inspection activities

n The childminder discussed with the inspector how she plans for, and delivers, children's learning in her home, and in the wider community. n The inspector observed the quality of teaching activities and assessed the impact of this on children's learning. n The childminder evaluated an activity in discussion with the inspector. n The inspector spoke to the childminder and children throughout the inspection at appropriate times. n The inspector took into account the views of parents expressed in written feedback.

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Inspection activities

6 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

6 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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