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

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The provision requires improvement

The quality of education children receive is compromised during times when exceptions are made to the usual ratios. At times, the childminder struggles to support all children to successfully manage their feelings and behaviour. The childminder is unable to effectively interact and engage with all children. Children are frequently unmotivated to play and learn, and they become restless.

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The provision requires improvement

Overall, children are content and safe, and the childminder knows individual children well. They benefit from secure relationships with her. For example, nappy- changing times are a more positive experience for children. Babies enjoy hearing familiar nursery rhymes and they smile as the childminder playfully takes off their socks. The childminder communicates with children and narrates their play. This supports children's vocabulary as they copy the words they hear, such as 'circle' and 'moon'.

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The provision requires improvement

Children learn early self-help skills. For example, after snack time, children independently clean their hands and face. Younger children receive support to identify where their hands and face are. This helps them to understand the instructions and confidently carry out routine activities independently. Children receive verbal praise from the childminder, who acknowledges their efforts. This helps to enhance children's well-being and self-assurance.

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need to do better?

n Although the childminder presents children with some expectations for their behaviour, she does not give consistently clear guidelines. Children do not learn the importance of caring for resources, or develop a sense of responsibility. At times, children rip up story books and kick resources as they walk. These actions go undiscussed and unaddressed by the childminder. This does not help children to learn what is expected from them. n The childminder does not identify all aspects of her practice that require improvement. Although she has completed assessments to help her measure the risks when caring for a higher number of children, she has not identified times when exceptions made to the usual ratios hinder children's learning experiences. At times, the childminder does not successfully support the learning of all of the children in her care. This limits the progress they can make. n The childminder has some clear intentions for what children need to learn. She

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need to do better?

observes children during play and uses effective questioning to help find out what they currently know and can do. This influences plans for what children need to learn next. She understands the importance of completing the required progress checks for children at age two. These checks are completed in partnership with parents to assess children's needs early and prepare them for

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need to do better?

27 September 2022 the next stage of their education. n Children benefit from opportunities to enhance their learning in the local community. For example, the childminder takes the children to playgroups to help them to build social skills. They visit an orchard to learn about fruit. The childminder provides opportunities for regular exercise and takes children for walks in the woods. Children practise their gross motor skills as they jump in puddles and balance on logs. However, routine activities in the setting do not always stimulate children's interests. This means children do not always present high levels of engagement during their play. n The childminder welcomes the views of parents. For example, she encourages them to share information about their children's starting points. This helps children to settle well. Parents comment positively on the procedures for settling in. They value the childminder's support to extend learning at home.

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need to do better?

n Children have free choice for the activities they select. For example, young children select familiar books for the childminder to read to them. They enjoy sharing books with the childminder. This positively enhances their communication, language, and literacy skills. They demonstrate their enjoyment of and familiarity with the stories, as they spontaneously finish the end of sentences. n The childminder works closely with local authority representatives to identify and complete training to enhance her ongoing professional development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Both the childminder and her assistant hold relevant paediatric first-aid certificates. The premises where children learn and play are safe. The childminder demonstrates secure knowledge of child protection and safeguarding issues, including female genital mutilation, radicalisation, and extremist views. Despite the assistant not having regular hours at the provision, the childminder ensures they engage in regular safeguarding discussions to enhance knowledge of different types of abuse and key indicators for concern. This includes knowledge of the correct procedures to follow should they have concerns about a child's welfare. The childminder is confident to whistleblow should she have concerns about the assistant or another person in her home.

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Due date

27 September 2022 ensure that the individual learning and development needs of all children are met when exceptions are being made to exceed the usual ratios 11/10/2022

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Due date

improve behaviour management so that children receive consistent messages to learn what is expected from them. 27/10/2022

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should:

n improve the organisation of daily routines and learning experiences to maximise children's learning and consistently promote good levels of engagement n make effective use of ongoing self-evaluation to reflect on the quality of teaching to improve learning outcomes for children.

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Setting details

Unique reference number EY444727 Local authority Birmingham Inspection number 10235721 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 3 Number of children on roll 4 Date of previous inspection 27 October 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Sutton Coldfield near Birmingham. She operates her provision all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds a level 3 qualification. She occasionally works with an assistant.

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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. n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The views of parents were considered by the inspector, through verbal discussions and parent questionnaires. n Young children communicated with the inspector during the inspection. n The inspector reviewed relevant documentation, including evidence of the

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Inspection activities

suitability of those living and working in the household.

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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.

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Inspection activities

27 September 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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