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 enjoy this well-organised, homely environment. They are involved in planning displays and resources for the playroom. As a result, they reflect children's interests. At the inspection, they had helped staff to build an 'igloo', where children play or share stories about winter. Children lead their own play and learning confidently. For example, they pretend to make cakes using flour. They talk about what they are doing. The youngest children explore textures when they rub the flour between their fingers.

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The provision is good

When children arrive at the setting, they are keen to come in and see their friends. They are building secure relationships because the childminder places a strong focus on their social and emotional development. They have strong bonds with the childminder and her assistants. Children demonstrate that they feel happy, safe and secure because the childminder and her assistants are warm and attentive.

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The provision is good

Children behave well. They understand the rules of the setting, such as not running indoors, and show respect towards each other. Older children enjoy supporting younger children during everyday routines. For instance, they hand out snacks and water bottles. They are polite and use good manners. Parents appreciate the advice and guidance they receive. They say their children benefit from a loving setting, where they take part in enjoyable activities, and are treated like part of the family.

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need to do better?

n The childminder plans her curriculum carefully using her assessments of what children already know and what they need to learn next. She works with parents and her assistants to identify any areas where children might need extra support in their learning. For example, children who speak English as an additional language make rapid progress in learning and using English. The childminder shares information with the local pre-school to support continuity in children's learning. n The childminder's strong focus on children's social and emotional development means that they soon become confident and self-assured. They develop resilience and are keen to try again when things do not work first time. For instance, they persevere when they cannot fit pieces into a puzzle. The childminder encourages children to work together to solve problems during their play. As a result, they share their ideas and play cooperatively.

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need to do better?

n The childminder and her assistants support children's communication and language development well. They engage children in conversations. Toddlers show excitement when assistants read familiar stories to them. Assistants model language and older children repeat familiar phrases, such as 'Who is this

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need to do better?

11 November 2022 creature with terrible claws and terrible teeth in his terrible jaws?'. The childminder works with parents to minimise the use of dummies. n The childminder promotes children's early literacy skills. They develop control and strength in their fingers when they use small tools. This helps to prepare them for using writing materials. Assistants talk to children about the cover of a book and the author. They encourage children to look at pictures and think about what might happen next in the story. However, at times, assistants try to read to children in groups and do not always minimise distractions. As a result, at times, children struggle to listen and concentrate. n Children develop early mathematical skills. They use different-sized containers for emptying and filling. The youngest children observe how their watering can is light when it is empty, but too heavy when it is full. Older children begin to

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need to do better?

understand concepts such as size, shape and number. n Children benefit from familiar routines. They enjoy the responsibility of tidying away their toys and helping to give out snacks. The childminder and her assistants promote good hygiene. Children develop independence in self-care ready for the eventual move to school. For example, they put on their coat and shoes to play outdoors. The childminder works with parents to teach children about why brushing their teeth is important. n The childminder and her assistants work well as a team. The childminder evaluates their practice and plans training to further their knowledge and skills. She continually looks for ways to improve her practice. For example, she has recently changed the way she implements her curriculum so that children lead the play and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands the legal requirements regarding the use of assistants. She organises her assistants well to ensure that children are supervised and kept safe. She and her assistants have a secure understanding of child protection. They access training and conduct research to keep up to date. They know who to contact if they have concerns about an adult, or a child's welfare. The childminder and her assistants make sure the environment is safe for children by completing effective risk assessments. They teach children to keep themselves safe. For instance, children risk-assess during their play when they use outdoor equipment, such as balance beams.

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should:

n organise group activities more effectively, considering the age and stage of each child, to ensure distractions are minimised and children fully benefit from the

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Setting details

Unique reference number EY488958 Local authority North Yorkshire Inspection number 10260517 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 18 Number of children on roll 40 Date of previous inspection 1 November 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Monk Fryston, Leeds. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status and works with assistants. She provides funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together. They discussed how the childminder organised different aspects of learning. n Children spoke to the inspector about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how they evaluate the provision. n The inspector observed staff practice and held discussions with staff members about the work that they do.

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Inspection activities

11 November 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

11 November 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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