Gill, Donna

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

Children are happy and content in the childminder's warm, welcoming home. They have strong attachments with the childminder and her assistant, who are very kind, caring and nurturing towards them. Children confidently choose what they want to play with. They show deep levels of concentration and engagement during activities. For example, children delight in finding pretend coloured worms and carrots to plant in pots. The childminder uses this opportunity to build on their knowledge of colour recognition. She joins in with children's play and listens to them as they share their ideas.

p.2

The provision is good

The childminder and her assistant have clear expectations for children's behaviour. They provide children with plenty of praise to help to boost their confidence and self-esteem. Children are polite and well behaved. They speak confidently to visitors, introducing themselves and their friends. Children enjoy entering into conversations as they play. They have fun as they pretend to make cups of tea in the role play kitchen. The childminder has focused closely on building children's confidence and social skills, particularly after periods of isolation during the COVID- 19 pandemic. She takes them out into the local community, for example to parks and museums. This offers children different experiences and helps them to develop their confidence in new situations.

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need to do better?

n The childminder plans an effective curriculum that takes into account children's interests. She has clear intentions for children's learning and implements these well. For example, the childminder helps children to learn about the wider world in an interesting and engaging way. She encourages them to hunt for different birds, such as a cuckoo. Children learn the sounds of different birds. n Children develop an understanding of the importance of leading a healthy lifestyle. They understand the need to wash their hands regularly. The childminder teaches children about good oral health. For example, she provides packs including toothpaste, a toothbrush, a leaflet about a dentist and a game for children to take home. n Overall, the childminder and her assistant support children's communication and language development. They make eye contact with children and introduce new words, such as 'compost', during play. However, they sometimes ask questions

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need to do better?

too quickly, which does not enable children to listen to the question and respond. As a result, this does not support children's thinking and speaking skills fully. n The childminder supports children to become independent and develop their self-care skills. For example, children use child-friendly knives to butter their crackers and cut up their fruit. They put on their shoes and coats, and are

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need to do better?

24 March 2022 confident to ask for help when needed. n The childminder works closely with parents when their children first start. She understands the importance of helping children to settle, and recognises parents' worries. The childminder keeps parents informed about what their children are doing through secure social media. Parents speak highly of the childminder. They comment that they are grateful for everything she does. n The childminder uses her observations of children as they play to assess their development. She is experienced and understands how children learn. The childminder plans focused activities and supports children to achieve what they need to learn next. n The childminder has recently started working with an assistant and they are looking at ways to evaluate the setting together. For example, they have plans to develop the outdoor area further. However, the childminder needs time to

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need to do better?

support her assistant to help her build on her teaching skills even further. n The childminder links with other local childminders to share good practice. She engages in purposeful training opportunities to ensure that she maintains her good practice. The childminder ensures that children receive the very best possible care and education. n The childminder promptly seeks support for children from outside professionals, such as speech therapists. This helps to close any gaps in children's learning. All children, including those with special educational needs and disabilities, make progress from their starting points in development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant understand their responsibilities to keep children safe from harm. They confidently identify the possible signs and symptoms which may indicate that a child is at risk of abuse. They know who to contact and what to do if they have a concern about a child's welfare. The childminder maintains a safe environment. She carries out fire drills with children so that they understand what to do in an emergency. The childminder keeps her first-aid and safeguarding training up to date. She is aware of the broader issues of child protection, such as the 'Prevent' duty.

p.3

should:

n strengthen the use of questioning to ensure that children are given enough time to answer questions, to further develop their critical-thinking skills n develop the monitoring of the assistant further to focus even more effectively on enhancing the already good practice.

p.3

Setting details

Unique reference number EY558140 Local authority North Yorkshire Inspection number 10190224 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 12 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Barlby, near Selby. She operates all year round from 7am to 5pm, Tuesday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 3. She offers early funded education for two-, three- and four-year-old children.

p.4

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 their evaluation of the setting. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder, her assistant and children. n Parents shared their views of the setting with the inspector.

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Inspection activities

24 March 2022 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

24 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.

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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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