Childminder in North Yorkshire

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

The childminder does not think about children's individual learning needs when she plans group activities. Assistants do not have a clear enough role in promoting children's learning. This does not consistently help children to make the very best possible progress. Overall, children enjoy the range of activities that the childminder provides for them. They enjoy playing with the bricks and confidently build a tower. They have great fun and there is lots of laughter when the tower falls over. Children develop their understanding of mathematical concepts as they count the number of scoops of rice they put into their container.

p.2

The provision requires improvement

Children build strong and loving relationships with the childminder and her assistant. They frequently go to them for cuddles and reassurance. The childminder and her assistant are positive role models. They speak gently and calmly to children and offer them lots of praise. Children play happily alongside each other and share resources. When it is time to prepare for lunch, they willingly help to tidy away resources while listening to their 'tidy-up' music. Children's behaviour is good.

p.2

The provision requires improvement

Children have opportunities to be outside in the fresh air. They play in the garden with a range of suitable resources. This supports their large physical skills well. Children have opportunities to plant and grow and to taste what they have nurtured. The childminder takes children on trips and outings, such as visits to the local park, farms and play areas. This helps children to learn about the world around them.

p.2

need to do better?

n Overall, the childminder supports children's learning well. However, she does not plan group activities effectively to ensure that all experiences fully match the needs and stages of development of all children participating. For example, she includes too many children from a wide age range in sensory play and story time. During story time, children become disengaged and move away. This means that not all children's learning needs are met effectively. n Partnerships with parents are good. Parents report positively about the childminder's and her assistant's caring approach. They describe the childminder as 'flexible and kind' and say that she provides a 'nurturing environment'. Parents comment on how the childminder has been very supportive to them at home with toilet-training routines. n Overall, the childminder provides support and guidance to her assistant. However, during group activities, her assistant is not deployed effectively to

p.2

need to do better?

support the individual learning needs of children. They do not engage as much with the children to promote their learning. Children become restless and do not focus on the activity.

p.2

need to do better?

14 March 2022 n The childminder works closely with parents when children first start at the setting. She gathers detailed information about what their children know and can already do. This helps her to plan the next steps in their learning. The childminder completes the progress check for children aged between two and three years. This includes a clear summary of the child's strengths and any areas where they require additional support in their learning. n The childminder and her assistant talk to children as they play. They follow children's interest in books and regularly read stories to them. However, on occasions, the childminder does not consider how background distractions, such as the radio, can affect children's ability to listen, hear and concentrate. n Children are learning to be independent. At lunchtime, children wash their hands before sitting down at the table to eat together. They select their cutlery, and

p.2

need to do better?

the childminder supports younger children to feed themselves. Children access their water bottles throughout the day when they need rehydrating. n The childminder and her assistant continually evaluate their provision and plan for improvements. Parents contribute to this through discussions, or, if they choose, through feedback forms available in the entrance hall. The childminder and her assistant complete mandatory training, such as first aid and safeguarding. They access further professional development through online forums and webinars. n Throughout the COVID-19 pandemic, the childminder has stayed connected with children and their families. For instance, she provided parents with resources and play packs. This helped parents to continue their children's learning at home. n Children confidently give voice commands to electronic devices to request songs to be played. They know several rhymes very well. Children energetically join in

p.3

need to do better?

with actions and giggle with delight as they jump and hop. n The childminder has established links with local schools where children move on to. However, she has not fully established highly successful strategies for engaging with other settings that the children also attend to promote continuity in children's learning and development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant have a good understanding of their roles and responsibilities to keep children safe. They can confidently identify signs and symptoms that may indicate a child is at risk from harm. The childminder displays a good knowledge of how to report a concern. She demonstrates an awareness of broader safeguarding issues, such as radicalisation. The childminder conducts daily visual checks of her home to make sure that it is safe and suitable for children.

p.3

Due date

improve the planning and implementation of group activities to ensure that all children's learning and development needs are fully met 18/04/2022

p.4

Due date

ensure that the childminding assistant has a clear understanding of their role and responsibilities, particularly during group activities. 18/04/2022

p.4

should:

n consider the impact of background distractions on children's speech development and attention skills n strengthen partnerships with all settings that children also attend to consistently promote continuity in children's learning and development.

p.4

Setting details

Unique reference number EY496058 Local authority North Yorkshire Inspection number 10229763 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 12 Number of children on roll 14 Date of previous inspection 20 January 2017

p.5

Information about this early years setting

The childminder registered in 2015 and lives in Beckwith, Harrogate. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early education for two-, three- and four-year-old children. The childminder holds a childcare qualification at level 3.

p.5

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 childminder and has taken that into account in her evaluation of the provision. n The childminder spoke to the inspector about her intentions for children's learning. n The childminder showed the inspector around the areas of the home used by children and discussed how she ensures the premises are safe and suitable. n The inspector spoke to the childminder's assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The childminder provided the inspector with a sample of key documents on

p.6

Inspection activities

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.6

Inspection activities

14 March 2022 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.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7