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 Good

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The provision is good

The childminder and her assistant provide a welcoming and relaxed home environment. Children enjoy spending time together and show that they are happy, safe and settled. The childminder has a good knowledge of how children learn and develop. In partnership with her assistant, she implements a broad curriculum that reflects all areas of learning, children's individual interests and their learning needs. Children make good progress in their development and learning, overall.

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The provision is good

The childminder plans a variety of experiences and outings throughout the week, such as visiting local places of interest, including nature reserves and parks. This helps to enrich children's lives and introduces activities they may not experience at home. The childminder also takes children to playgroups to promote children's social skills and friendships even further.

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The provision is good

Children behave well. The childminder and her assistant are good role models. They encourage children to be polite, kind to others and to say 'please' and 'thank you'. The childminder and her assistant implement good personal hygiene routines such as handwashing before meals. Children enjoy healthy, wholesome and nutritious snacks that support their well-being and knowledge of making healthy choices.

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need to do better?

n The learning environment is effectively organised, inside and out. This supports children to make their own choices about their play and what they choose to do. Children quickly become captivated in imaginary play with trains and small-world figures. The childminder offers activities that successfully engage children in playful interactions. For instance, she supports them to roll and manipulate play dough to make shapes. n The childminder and her assistant promote children's understanding of colour, counting and mathematical language well. For example, they count blocks as they build towers and discuss the colour of the trains on their train track as they play. n The childminder models good language skills to describe and explain children's play and experiences. She is very attentive and asks children questions during their play to develop their learning. However, sometimes she does not give children enough time to respond before moving on. Children have ample

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need to do better?

opportunities to develop their literacy skills. For example, they use crayons to make marks on paper and draw around shapes. n Children receive tailored settling-in sessions to ensure they feel happy and secure in the childminder's care. However, initial information requested from parents about children's previous learning is not comprehensive enough to help

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need to do better?

5 October 2022 inform planning right from the start. n The childminder regularly reflects on and evaluates her practice with her assistant. She considers the views of parents and children, for instance, through discussion. This supports her to provide good levels of care and learning, which meet the individual needs of the children who attend. Although the childminder identifies areas for improvement, she has not implemented plans for her own continuous professional development. n Children learn about a range of festivals and celebrations, including the similarities and differences of cultures and faiths different to their own. This contributes towards children valuing differences in themselves and others. n The childminder works in partnership with parents to promote an effective two- way flow of information about their child's ongoing learning. Parents are positive about the childminder and her assistant. They describe the childminder as

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need to do better?

supportive and comment that they would recommend her to others. The childminder has a good understanding of forming effective partnerships with other settings that children attend. n Inclusive practice is well embedded in practice. Good partnerships with parents and other professionals help to ensure that children with special educational needs and/or disabilities are provided with the necessary support.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs that may indicate a child might be at risk of abuse. She is clear on the procedures to follow should she have a concern regarding the welfare of a child. Additionally, the childminder knows the procedure to report to all appropriate agencies if an allegation is made against herself or a member of the household. The childminder has risk assessed her home and outdoors to minimise any hazards. Her home is secure and well organised. Children's understanding of safety is enhanced through controlled opportunities that enable them to take risks. For example, the childminder helps children to learn to use scissors responsibly. The childminder's assistant also has a very good knowledge of all safeguarding procedures.

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should:

n develop children's thinking skills further by allowing them time to respond to questions n gather information more rapidly from parents upon entry to the setting, to ensure that children's learning and development needs can be fully supported from the beginning n undertake professional development opportunities that increase the potential to

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should:

5 October 2022 raise the quality of education to an exceptional standard.

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Setting details

Unique reference number EY392776 Local authority North Yorkshire Inspection number 10229547 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 22 Date of previous inspection 13 December 2016

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Information about this early years setting

The childminder registered in 2009 and lives in the village of Barlby on the outskirts of Selby in North Yorkshire. She works with an assistant. The childminder and her assistant both hold childcare qualifications at level 3 or above. The childminder operates Monday to Friday, all year round, from 7.30am to 6.30pm, except for bank holidays and family holidays. She provides funded early education for two-, 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 childminder and has taken that into account in their evaluation of the setting. n The inspector observed the quality of interactions during activities indoors. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and her assistant. She looked at relevant documentation, such as the attendance register and insurance. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning.

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Inspection activities

5 October 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

5 October 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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