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 have fun in the childminder's home. They form firm attachments to the childminder, who provides a secure and friendly environment. The childminder encourages children to follow their own interests. She gets to know children, their individual qualities and likes and dislikes. The childminder gathers information from parents from the start about what children know and can do. She uses this knowledge to help children to settle quickly and well. Children show that they feel safe and confident. They happily approach the childminder for cuddles and, sometimes, reassurance.

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The provision is good

Children show curiosity and are eager to have a go at new experiences. The childminder has high expectations for all children and an understanding of their care and development needs. Overall, children develop good speaking and listening skills. However, occasionally, the childminder does not maximise opportunities to extend young children's vocabulary further and clarify how to say words. The kind childminder sets age-appropriate boundaries and offers gentle, calm reminders about the simple rules. For instance, she reminds children to sit carefully on their seats. Children behave very well. However, the childminder does not ensure that very young children are supported as consistently during moves between routines. The childminder is a positive role model. She teaches children to use good manners, such as saying 'please' and 'thank you'.

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need to do better?

n Children access a broad range of interesting resources, including pebbles and buttons. They investigate these using all of their senses. Young children move small objects into trays, using their fingers, tweezers, spoons and scoops, showing good small-muscle control. Young children enthusiastically roll the dough flat with rolling pins that make patterns on the surface. They delight in sharing their achievements with the childminder, who claps her hands and offers praise. n Children have many opportunities to explore the local community. For example, the childminder takes children to the park, residential homes for older people and playgroups. These visits give children experience in socialising in preparation for their future learning. n A good range of books is freely accessible to the children to support their interest in stories and their early literacy skills. Children frequently sing and do actions to rhymes with the childminder and by themselves. They enjoy making

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need to do better?

marks on brick walls with brushes dipped in water. n The childminder generally prioritises supporting children's communication and language skills well. Young children copy some words and phrases, make vehicle noises and join in with familiar songs and rhymes. However, sometimes, the

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need to do better?

16 March 2020 childminder does not provide the correct pronunciation for words. Furthermore, on occasion, she misses the opportunity to respond to children's interests with the appropriate new vocabulary. n The childminder has good relationships with parents and shares valuable information with them about their children's progress. She is very supportive of the whole family. For example, she works with parents to help children with their toilet training. Parents say that their children are excited to go to the childminder's home. n Children practise a variety of mathematical skills, including counting, recognising two-dimensional and three-dimensional shapes, and comparing sizes. They test out their own ideas about what happens when you add one more egg to the basket. Older children recognise numerals and count confidently to 20. This helps them to prepare for their eventual move to nursery and school.

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need to do better?

n The childminder promotes children's independence well. For instance, young children learn to use spoons to feed themselves. The childminder reminds children to tidy away toys so that they do not trip and hurt themselves. From time to time, children become slightly unsettled during changes in routines, such as when waiting for their lunch or to be collected. n The childminder regularly meets with other childminders to share ideas and information to help maintain and improve her good teaching skills. She makes sure that her mandatory qualifications, including paediatric first aid are updated. She talks to parents to gather their views about her provision to inform any changes. The childminder takes account of children's views and responses when planning for any changes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder provides children with ongoing and close supervision. Regular checks on her home, garden and planned outings enable her to identify and minimise potential risks. The childminder keeps her safeguarding knowledge up to date. She is confident in recognising the signs and symptoms that may indicate that a child is at risk of harm. The childminder knows what to do and has all relevant contacts in case of any concerns about a child's welfare. Children take part in emergency evacuation procedures to learn about how to keep themselves safe.

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should:

n enhance teaching to promote children's communication and language skills even further, including the correct use of words and challenging vocabulary n provide even more support for young children to move smoothly between activities with ease and confidence.

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Setting details

Unique reference number 401146 Local authority North Yorkshire Inspection number 10072896 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 6 Date of previous inspection 22 July 2016

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Information about this early years setting

The childminder registered in 1985. She operates all year round, except for bank holidays and family holidays. Sessions are from 7am to 6pm, Monday to Friday and occasional Saturdays. The childminder provides funded early education for two- and three-year-old children.

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Inspection activities

n The childminder explained to the inspector how she provides learning for children in her home. n The inspector observed the quality of teaching activities and the impact on children's learning. n The childminder and the inspector completed and discussed an evaluated activity. n The inspector took account of the views of parents spoken to during the inspection. n The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

16 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

16 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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