Abbott, Lisa Louise

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

The childminder plans a broad range of experiences for children. She tailors these to suit children's emerging interests and to meet their individual needs. Children make good progress. They are happy and confident to take the lead in their learning. Children reflect back on prior experiences with ease. They warmly look at photo books of their friends and recall the activities that they have done with the childminder. Children are caring towards others. The childminder has exceptional relationships with parents. She very much involves them in their children's learning. Parents know what their child is learning each day. They receive images of their children's progress and are fully aware of how to help continue their learning at home. The childminder has high expectation for children's learning. She continues their learning between home and with other settings where children will attend, such as school.

p.2

The provision is good

Children enjoy choosing and handling familiar books. They excitedly recall events from a story about a monster and discuss a variety of feelings that are depicted in this story. Children are very aware of their own emotions and are safe and secure in their environment. They express their wishes and know that the childminder will respond swiftly and with respect. In return, children respond positively to instructions and suggestions from the childminder. Children have close and well- established relationships with the childminder.

p.2

need to do better?

n The childminder supports children's physical and emotional well-being well. Children enjoy daily outdoor play in the childminder's garden or regular outings to local parks. Additionally, children take part in yoga sessions. They stretch their bodies up tall, from side to side, and down to the floor. The childminder encourages children to recognise the importance of a healthy diet and self-care routines. Children independently go to wash their hands before eating, or making their fresh snacks or meals. Parents comment positively on children's involvement in growing vegetables at the setting. For example, children grow cucumbers and take these home to eat with their families. n Children are able to explore books and a limited selection of resources to view different people's skin colour and cultures. However, they do not develop a full appreciation and understanding of their diverse society. For example, they are

p.2

need to do better?

not often exposed information about stereotyping, different families or gender variations. n The childminder plans interesting activities to extend children's learning though a variety of topics, such as the life cycle of a frog or planting and growing seeds. She intends to build on children's prior experiences by recalling them during conversations and teaching. On occasion, however, she does not consistently

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need to do better?

26 July 2021 reflect on what children can do and know already. For example, during an activity to recap flowers and natural experiences, the childminder misses opportunities to check what children could remember, in order to extend children's learning to its full potential. n The childminder has a clear picture of her strengths. She understands the areas she wishes to develop to improve her practice even further, in order to meet the individual needs of children. For example, the childminder has recently completed training to support children's early writing skills to help them when moving on to school. Additionally, the childminder has worked with the class teacher in order to understand the expectations for writing and the methods used at school. The childminder has embedded this into her own teaching, in order to support children's literacy skills consistently. Overall, children are very well prepared for their transition to school, both emotionally and academically.

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need to do better?

Younger children also express an interest and awareness of starting school. n The childminder plans opportunities to support children's mathematics skills consistently during their play. Children enjoy counting and recognising shapes. They make marks and patterns using brushes and water outside. Additionally, children enjoy pouring and understanding quantities in lemon scented water in the outdoor play kitchen. n The childminder uses lots of praise with children to help them to have a go during activities and become independent. She encourages and continues to support children's problem-solving skills. For example, during a creative activity, the childminder reminds children to use glue before adding the material. She asks children to think about why the material doesn't stick if they forget to add glue first. Children later remember and understand this skill. They remember the childminder's reasoning and gentle direction.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder fully understands her role in protecting children from harm. She regularly completes training that increases her knowledge and helps her to recognise the potential causes for concerns about a child's welfare. The childminder is aware of the possible challenges with children's attendance during the COVID-19 (coronavirus) pandemic. She has worked closely with parents to maintain communication and support for families, being vigilant about potential risks. The childminder ensures that her home is safe and secure for children to attend. She has completed her first-aid qualification to help her to deal with injuries and emergencies.

p.3

should:

26 July 2021 n consistently build on children's prior learning to extend their knowledge even more n continue to develop opportunities for children to become aware of the differences people may have in their wider communities.

p.3

Setting details

Unique reference number EY560971 Local authority North Yorkshire Inspection number 10190780 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Knaresborough, Yorkshire. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

p.5

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 childminder and has taken that into account in her evaluation of the setting. n The inspector and the childminder completed a learning walk around all areas of the setting to understand how the early years provision and curriculum are organised. n The inspector took account of the views of parents through the written and verbal feedback provided. n The inspector observed the quality of education delivered during activities and assessed the impact this has on children's learning. n The childminder and the inspector held a number of discussions at suitable times during the inspection.

p.5

Inspection activities

26 July 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

26 July 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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