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 Not applicable

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The provision is good

The childminder offers a welcoming and homely environment where children feel safe, secure and happy. The childminder offers transition sessions, which helps children to settle quickly. Children quickly form strong attachments to the childminder and her assistant, who know them well. Children's behaviour is exceptional. They understand what is expected of them and are reminded both verbally and through pictures if they forget. Children say 'please' and 'thank you' and take turns with their friends. The children all help to tidy up ready to sing and dance.

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The provision is good

The childminder plans activities that follow the children's interests and needs. For example, children enjoy visits to the local forest to look for birds' nests and wildlife after a child had found a bird's egg. The childminder builds on what children already know and can do by offering them opportunities to extend their knowledge of the birds and wildlife through books, arts, crafts and exploration.

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The provision is good

Children are excited and eager to learn. They have opportunities to care for the childminder's guinea pigs and talk excitedly about how they are able to feed them and stroke them. They confidently explain, 'When we open the door, they like to run down there,' as they point to the lower level of the hutch.

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need to do better?

n The childminder has excellent relationships with parents. Parents are kept informed of their child's development daily via electronic devices and face to face when possible. Good communication means that important information about children's welfare and learning is shared. This ensures that all children's physical and emotional needs are met. n Children are encouraged to be independent. They are becoming confident to put on their own shoes and jackets. Children apply sun cream to their face to protect them when outdoors. Children are able to choose what they would like to play with from a wide range of resources. The childminder offers support and encouragement when needed. n Children have opportunities to explore books. For example, when reading the story of 'The Bog Baby', they eagerly join in to look inside a bucket that the childminder has prepared. Children repeat words from the story and are

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need to do better?

inquisitive and ask the childminder questions about the outcome of the story. However, the childminder does not always check what children have understood and remembered, which reduces their ability to build on the language they know and understand. n Children have regular opportunities to learn about numbers and shapes through their play. For example, children use their fingers to count down from five while

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need to do better?

19 May 2021 singing nursery rhymes and counting eggs. They count how many spoons of seeds go into the water wheel. Children confidently use numbers in their play. n The childminder and her assistant use children's interests well to provide learning opportunities that capture their attention. However, the childminder does not always consider other learning that could take place in addition to the planned learning intention. For example, while creating birds' nests, opportunities to use scissor and pencil skills are not fully utilised. n Children use their play to represent what they have seen or done. For example, they use diggers, trucks and stones to recreate local roadworks they have seen. n The childminder liaises effectively with other agencies to ensure that children are safe. She works together with other settings children attend to ensure that relevant information is shared to support their learning and development.

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need to do better?

n The childminder uses effective assessment to ensure that children are making good progress across all seven areas of learning. She plans relevant and stimulating activities to help to address any gaps in learning and build on what children already know and can do.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is clear about her responsibility to keep children safe. The childminder and her assistant are aware of the signs and symptoms that may indicate a child is at risk of harm. This includes wider safeguarding concerns, such as the 'Prevent' duty. She regularly updates her safeguarding training to keep up to date and knows who to contact should she have any concerns. The childminder holds a current paediatric first-aid certificate so that she is able to care for children in the event of an accident or incident. The childminder completes regular supervision meetings for her assistant and makes sure she has up-to-date knowledge of practices to keep children safe. The childminder supports children to understand their own personal safety. For example, children apply their own sun cream and wear high-visibility vests when going out on visits. This helps children to understand how to keep themselves safe.

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should:

n consider what children have understood and remembered to fully encourage the learning of new vocabulary and use of language n explore fully the wider learning that could take place during planned activities, in addition to the intended learning outcome.

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Setting details

Unique reference number EY553893 Local authority North Yorkshire Inspection number 10143632 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 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Pickering. She operates all year round from 7am to 7pm, Monday to Friday. The childminder holds a childcare qualification at level 3. She works alongside an assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The inspector carried out a learning walk with the childminder. n Children's experiences were tracked by the inspector. n The inspector spoke with parents to seek their views. n A joint observation was carried out with the childminder. n The inspector held a leadership and management discussion with the childminder. n The inspector spoke to the children to obtain their views.

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Inspection activities

19 May 2021 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 May 2021 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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