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 Requires improvement

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The provision is good

Children show they feel happy, safe and secure with the childminder and her assistant. They have high levels of self-confidence and benefit from the warm, nurturing environment provided. The childminder has high expectations for children and has clear expectations for positive behaviour. Children are extremely polite and well mannered. They show enjoyment as they choose from a wide range of resources and activities on offer. For example, children choose to play with trains and dinosaurs and take part in craft activities. The childminder introduces new resources and topics to children to broaden their experiences. Children make good progress and show enthusiasm in their learning.

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The provision is good

The childminder maintains positive relationships with parents and other settings that children attend, such as school. This helps to promote continuity for children, and the childminder knows them very well. Children's care needs are met effectively. For example, the childminder knows when they need extra cuddles and which comfort items they prefer. The childminder recognises the ongoing impact of the COVID-19 pandemic, particularly on children's social skills and language skills. Children enjoy visiting local playgroups and are developing confidence outside of the setting.

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need to do better?

n The educational programme is broad and exciting for children. The childminder knows them well and has appropriate next steps planned to help them make good progress across every area of their learning. The childminder's assistant teaches children about how ducklings hatch from their eggs. Children are fascinated as they look at the broken egg and stroke the duckling. n Children benefit from a language-rich environment. The childminder consistently models new words to children and explains their meaning. Children who speak English as an additional language make very good progress in their communication skills. The childminder uses some words in their home language and teaches children the words in English. n A strength of the programme of activities is the development of children's mathematical skills. The childminder uses mathematical language throughout children's play. Young children confidently count in sequence and begin to

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need to do better?

identify numerals. Older children show an understanding of 'large', 'small' and 'halves' as they compare blueberries and chop bananas. n The childminder encourages children to make choices about their learning. She focuses her teaching to support individual children to learn through their play. For instance, young children develop small-muscle skills as they learn to cut using scissors. However, there are times when the childminder does not provide specific teaching for older children, such as when they show an interest in

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need to do better?

16 November 2022 drawing shapes. n The childminder supports children to develop independence, confidence and self-care skills. This helps children to be prepared for the next stages in their learning, such as moving on to school. For example, young children know how to put their own coat on and ask to use the toilet. Older children show confidence in asking for help if they need it and develop good concentration. n Children have plenty of opportunities to develop their physical skills and enjoy exercise. For example, they dance in the music session and use the musical instruments. The childminder promotes their good health. Children enjoy healthy, freshly cooked meals at lunchtime and enjoy chopping fresh fruit for their snack. n Children are aware of their routines and follow the boundaries in the setting. For example, they know to wash their hands before snack, and they settle down quickly for their sleep. They say 'please' and 'thank you' to each other and share

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need to do better?

with minimal support. However, sometimes, children are deeply engaged in their play, and this is disrupted by fixed times for daily routines. n The childminder supports her assistant effectively. They work together in partnership to provide good-quality care for children. The childminder ensures her assistant has access to opportunities for professional development, and they discuss children's needs on a daily basis. This helps to promote consistency for children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her responsibility to keep children safe and protect them from harm. She confidently identifies signs of potential abuse and has clear procedures to follow if she has concerns about children. The childminder ensures her assistant knows how to respond to concerns about children's welfare. For instance, they both attend training regularly to maintain up-to-date knowledge and gain an awareness of wider safeguarding issues, including county lines. The childminder teaches children how to stay safe and manage risks. For example, children know how to chop safely with their knife and to take care during physical play.

p.3

should:

n enhance teaching for older children during play and planned activities to maximise their progress n consider the impact of structured daily routines when children are deeply engaged in play and learning.

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Setting details

Unique reference number EY496058 Local authority North Yorkshire Inspection number 10236948 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 12 Number of children on roll 14 Date of previous inspection 14 March 2022

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Information about this early years setting

The childminder registered in 2015 and lives in Beckwith, Harrogate. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with an assistant. She provides funded early education for two-, three- and four-year-old children. The childminder holds a relevant early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector observed the quality of teaching during activities, indoors and outdoors, and assessed the impact this has on children's learning. n A joint observation was completed by the childminder and inspector of a planned activity indoors. n The inspector held a discussion with the childminder in relation to the leadership and management of the setting. She looked at relevant documentation, such as evidence of qualifications and the childminder's and her assistant's suitability to work with children. n The childminder obtained written feedback from parents for the inspector.

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Inspection activities

16 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

16 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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