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

p.1

The provision is good

Children are confident and happy in the childminder's care. She provides a warm, friendly environment where children settle easily. They explore the indoor and outdoor play areas freely, accessing a broad range of resources that capture their interest. Children build strong relationships with the childminder and each other. They learn to play together, to share toys and wait their turn. For instance, babies smile and wave their arms in anticipation as the childminder rolls a ball to them and they roll it back. The youngest children join in with singing familiar nursery rhymes enthusiastically. They laugh and clap along to the rhythm of 'Miss Polly had a dolly'. Older children develop early writing skills when they use their fingers and tools to make shapes in paint.

p.2

The provision is good

The childminder has high expectations for all children. They are learning to manage their own behaviour. They are encouraged to use good manners and to think about how their behaviour impacts on others. Children have enjoyed interesting activities that the childminder has provided them with during the pandemic. She has shared books for children to read at home with their parents. The activities have been highly successful in maintaining children's link with the setting and promoting continuity in children's learning.

p.2

need to do better?

n The childminder uses observations and assessments to develop a secure understanding of children's skills and abilities. She obtains children's starting points from parents and encourages them to share observations of children's learning at home. The childminder uses the information to plan an interesting curriculum. Although the intent of activities is clear, at times, the childminder does not fully consider each child's learning needs. For instance, in an activity with children of mixed ages, the younger children lose interest and move away. This means they are not supported to make the best possible progress. n The childminder has a good understanding that some children have had little social interaction outside of their family unit during the pandemic. She places a strong focus on helping children to build relationships and confidence in new situations. The youngest children demonstrate empathy as they rock a doll in

p.2

need to do better?

their arms and make soothing sounds. The childminder provides activities that promote teamwork, such as working together to build a wall in the construction area. She enhances children's learning experiences through trips to places of interest, such as visits to the farm. n The childminder helps children to identify risk and keep themselves safe during their play. For instance, the youngest children negotiate the different levels in the garden safely. She teaches them not to stand too near to the swing when someone is using it. Older children learn how to cross the road and use large

p.2

need to do better?

28 June 2021 equipment in the park safely. n The childminder uses activities effectively to promote discussion between older children and introduce new words. Children enjoy role play with baby dolls. They share their ideas about how the 'baby' injured her head. They talk about their own experiences of visiting the doctor. Children listen to their heartbeat using a 'stethoscope' and check their temperature using a 'thermometer'. n Parents greatly appreciate the care their children receive. They say that the childminder is approachable, fun and happy. They are appreciative of the activities the childminder shared with them during the pandemic and how these helped them to support their children's learning. At parents' request, these have continued since their children have returned to the setting. n The childminder is keen to improve her knowledge. During the pandemic, she completed training in Psychological First Aid. This prompted her to think more

p.2

need to do better?

about children's arrival at the setting. Now she has a bubble machine or a basket of toys near the entrance to distract children when they are leaving their parents. This has a positive effect on children's emotional well-being. The childminder has clear plans for the future. For instance, she intends to complete training in sign language to enhance her teaching skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of her responsibility to safeguard children. She shares policies and procedures with parents. There are clear, effective procedures in place for keeping children safe during the pandemic. For instance, parents do not currently go into the setting. The childminder has a good understanding of how to identify children who may be at risk of harm. She works with other professionals to ensure children are protected. The childminder understands the procedures to follow if she has a concern about a child or an adult. She makes sure any absences are followed up promptly to check that children are safe and well.

p.3

should:

n always fully consider each child's learning needs and help younger children to maintain their interest and attention so that they are supported to make the best possible progress.

p.3

Setting details

Unique reference number 2547679 Local authority North Yorkshire Inspection number 10197993 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2019. She operates Monday to Friday from 8am until 6pm, with the exception of bank holidays and family holidays. Additionally, the childminder also offers to open from 7.30am if required. She has a relevant early years qualification at level 3. The childminder provides funded early education places for three-year old children. She works at her own premises and the premises of her co-childminder.

p.4

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together. They discussed how the childminder organises different aspects of learning. n Children spoke to the inspector about their activities and favourite toys. n The inspector spoke to parents and also took account of parents' views from written feedback. n The inspector observed teaching. She talked to the childminder about how she evaluates the provision. n The inspector completed a joint evaluation of an activity with the childminder.

p.4

Inspection activities

28 June 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.

p.4

Inspection activities

28 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6