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

Children are happy in this childminder's home. They go to the childminder for reassurance and sit on her lap during a story. This shows that they feel safe. The childminder knows the children well and plans exciting and engaging activities to extend their learning. As a result, children make good progress in relation to their starting points.

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The provision is good

The childminder takes the children on walks within the local community. They go on trips to the local railway museum, city gardens and to feed the ducks. The childminder follows children's emerging interests. For example, they go on an outing to see the squirrels in a local park after learning about them in a book. This develops children's understanding of the world. Children also learn about the natural world through their play. The childminder introduces new words and talks about where the conkers and acorns have come from. She uses words such as 'spikey' when talking about the shell of the conker. Children show high levels of engagement and curiosity and as a result, their behaviour is good.

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The provision is good

Children are learning to be independent. They find their own coats and shoes before going outside. Children are encouraged and supported to feed themselves at mealtimes and supported to use cutlery.

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need to do better?

n Partnerships with parents are strong. Parents are happy with the education and care that their children receive. They praise the nutritious food and write about how the home is 'welcoming, clean and well organised'. Parents say that the childminder has been an 'incredible influence' on their children. They are pleased with how happy and content their children are. The childminder communicates well with parents and sends home daily books. These provide parents with information on their child's day. n Children make good progress in developing their mathematical skills. Numbers are available within play to support children's recognition of number. The childminder talks to the youngest children about the size of the leaves they find. This supports children to understand mathematical concepts at an early age. Older children are encouraged to help younger children. For example, at snack time, older children count out the raspberries and the blueberries for younger

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need to do better?

children's snack. This also develops children's self-esteem. n The childminder provides opportunities to develop children's communication and language skills. Overall, children make good progress. She listens carefully and talks about what children observe and find. She asks children questions about the stories she reads, such as, what their favourite food and drink is. Older children respond well. However, the childminder does not always give younger

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need to do better?

17 October 2022 children the time they need to think and form their responses or model the correct sentence structure to them. n Children enjoy being outside which develops their physical skills. They have access to an outdoor play area where they can drive toy cars and ride bicycles. There is a climbing frame to support children's physical development and allow them to take risks. The garden is a safe and child-friendly place to be. n The childminder takes genuine pride and enjoyment in her job. She has joined online groups with other childminders to share advice and ideas. The childminder has completed a range of training courses which are relevant to her setting. This means she has lots of new and fresh ideas for children to enjoy. n Settling-in procedures are good. The childminder works with parents to ensure a smooth transition. This means children settle quickly. The childminder gathers detailed information from parents when they start. She builds on this to plan

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need to do better?

activities to suit children's varying ages and stages of development. n The childminder ensures children are ready for their next stage of learning. In preparation for children starting school, the childminder supports children to use the bathroom independently and recognise their name. The childminder invites teachers from nearby schools to see children within her home before they move to school. The childminder ensures statutory assessments are completed and shared with parents and other professionals. These also ensure the childminder can identify any gaps in the children's learning and put appropriate plans in place to close them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder is aware of signs and symptoms which may suggest a child is at risk from harm or abuse. The childminder has procedures in place and understands what to do if a child discloses something to her, or if she has a concern. The childminder understands wider safeguarding issues such as female genital mutilation, domestic abuse and the 'Prevent' duty. She has completed recent safeguarding training through the local authority to ensure she remains up to date of any changes. The childminder is aware of how to keep children safe within her home and on outings.

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should:

n further develop younger children's language skills by providing more time for them to think and respond to questions, and by consistently modelling the correct sentence structures.

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Setting details

Unique reference number EY312852 Local authority North Yorkshire Inspection number 10229508 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 6 Date of previous inspection 12 January 2017

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Information about this early years setting

The childminder registered in 2005 and lives in Long Marston, York. She operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 2.

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Inspection activities

n This was the first routine inspection the provider 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 provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children's learning. 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 Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 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

17 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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