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 Requires improvement

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The provision is good

Children enjoy their time with the highly experienced childminder. Despite the restrictions in place due to the COVID-19 pandemic, children settle very well. The childminder has used her garden effectively to meet and greet families. This has enabled children to get used to their new environment gradually. Children love playing outside in the childminder's large garden. Even the youngest children make positive choices in their play. They confidently crawl across to the sand and pull themselves up to join in with older children. Parents confirm that their children are much more active since attending the setting.

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The provision is good

The childminder focuses on promoting children's social skills. Older children happily help to find the babies' socks and are proud of the praise they receive for being helpful. The childminder helps them to be patient and understanding when a baby takes their book. This helps children to develop positive relationships with the childminder and each other. They later laugh and play peekaboo with each other as they have their lunch. This promotes a happy, nurturing environment, where children feel relaxed and motivated. Encouraged by the warm praise, children persevere with a task until it is finished. For example, they proclaim excitedly that they have won as they complete their jigsaw.

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need to do better?

n The childminder promotes children's good health. Children automatically rub antibacterial gel on their hands as they arrive. When washing their hands, they show how to rub the front and back of their hands and between their fingers. They routinely take their outdoor boots off to keep the floor as clean as possible for babies. Children relish the fresh fruit from the childminder's trees. They benefit from a healthy diet and have good table manners. n The childminder continues to reflect on her practice. She attends a good range of training to complement her qualification and experience. She selects appropriate training that helps her support individual children's development. n The childminder meets children's individual learning needs effectively. She knows what they can do and what interests them. She is sensitive to what their behaviour tells her about how they are feeling. The childminder plans a broad

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need to do better?

curriculum that motivates children and helps them to make good progress. The childminder works closely with parents and other settings. This helps to secure any additional support that children might need to catch up with their peers. n The childminder helps children to understand mathematical concepts as they play. They learn to count well. They confidently use mathematical language as they play in the sand. They use words such as 'full' and 'empty', or 'heavy' and 'light', to talk about their play. n Children love books and stories, which the childminder encourages. They

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need to do better?

2 November 2021 frequently ask for a story during the day. They snuggle happily on the childminder's lap and chat about the pictures. The childminder helps them to think about the story by adding further explanations. n The childminder helps children to recollect past experiences and knowledge, and she skilfully gives young children time to respond. She helps children to pronounce words or sounds by sensitively repeating them. Children's language is particularly good because they have something interesting to talk about. Importantly, they know that the childminder is listening to them. Children talk excitedly about their walks in the park and the woods. They explain how they collected leaves and put conkers in their pocket. Babies babble happily and communicate confidently with the childminder when they are tired or need their nappy changing. Parents also confirm that their children's language has developed exceptionally well.

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need to do better?

n Very occasionally, the childminder does not enrich the children's language further. For example, she talks about 'big trees' rather than introducing new words for the most able children, such as 'horse chestnut'. Similarly, she very occasionally uses baby language, such as 'ta' or 'doggy', when talking to very young children. This is not the correct use of the English language, which could be confusing for children who are already learning two languages.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows what could put a child's well-being at risk of harm. She understands what signs might identify that children could be suffering. The childminder attends safeguarding training regularly. She keeps the local authority guidance and contact details to hand. This enables her to secure help for those who might be at risk. Children develop the necessary skills to keep them safe as they play. For example, they ride the scooter with increasing balance and awareness. Children have lots of opportunities to climb and slide in the childminder's safely enclosed garden.

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should:

n provide even more consistent support for children's developing language.

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Setting details

Unique reference number EY301850 Local authority North Yorkshire Inspection number 10147273 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 10 Date of previous inspection 13 February 2020

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Information about this early years setting

The childminder registered in 2005 and lives in Sherburn in Elmet. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides funded education for three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the childminder. n The inspector saw all areas of the premises that are used for childminding. n Discussions were held with the childminder about how she organises the provision and about her intentions for children's learning and development. n The inspector looked at a sample of documents required for the safe and effective management of the provision. This included training certificates and information about the children. n The inspector read parents' written testimonials and took their views into account.

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Inspection activities

2 November 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

2 November 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

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

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