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

Both children and their families are well supported in this nurturing, home-from- home setting. Children's well-being is prioritised through effective transition practices that include parent meetings and settling-in sessions. Children form secure attachments with the childminder and feel safe and secure to explore.

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The provision is good

The childminder values the community and plans a curriculum that immerses children in rich experiences within the locality. Children have many opportunities to engage with hands-on learning about the world around them through trips and regular outings. Children learn about life cycles, growing foods and showing care and respect for people within their community. This helps children to develop positive attitudes to learning, preparing them well for their next stage of education.

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The provision is good

The childminder prioritises the development of children's emotional well-being. Through her interactions with the children, she sensitively supports, encourages and extends learning. This helps children build resilience over time and persevere with activities that challenge them. During a craft activity, the childminder thoughtfully uses communication in a way that challenges a child to keep on going where usually they might have stopped. The childminder celebrates with children when they master new challenges. This helps children to develop a sense of pride in their achievements and contributes to their feelings of emotional well-being.

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need to do better?

n The childminder plans a curriculum that provides children with rich experiences in the locality. She teaches them about respect, community and the natural world. For example, children learn about seasons by becoming immersed in them. In visits to the childminder's plot of land, children grow vegetables, make leaf rubbings under the apple trees and create collages with natural materials. n The childminder helps children to follow their interests. When a child requests to paint and use collage, the childminder immediately makes this available. The child learns how to apply glue and connect materials. However, sometimes, activities are not adapted to enable younger children to join in and develop their skills. n The childminder joins children's play and skilfully extends the language they use. During a matching game, the childminder repeats back words that children speak and extends them into sentences. This helps children to develop

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need to do better?

comprehension of language by making links to their experiences, such as saying 'Umbrella, we needed an umbrella when it was raining.' n The childminder takes opportunities to develop children's skills in mathematics. She names shapes and models counting by pointing at moving objects. During tidy-up time, she encourages children to count the game pieces back into the

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need to do better?

12 January 2023 box. This helps to support children to develop their understanding of number. n The childminder uses observation and assessment to plan for children's next steps in learning and narrow any gaps she identifies. Where appropriate, the childminder helps parents to gain support for their children within the local authority. This two-way flow of information sharing helps provide a continued approach to children's learning. Parents delight in the progress their children make, particularly the development of their communication and language skills. However, the childminder has not yet developed a clear pathway for sharing information between this setting and the other pre-schools that children also attend. n Children develop close bonds with the childminder. They use her to gain support and emotional refuelling. When children are unsure, they snuggle close to the childminder, and her reassuring tone gives them the confidence to explore

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need to do better?

again. This relationship allows the childminder to challenge the children and helps to develop their resilience. n The childminder evaluates her practice and provision and seeks out professional development opportunities. Through local authority training, online courses and professional relationships with other childminder colleagues, she keeps up to date with current policy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a thorough understanding of safeguarding indicators and knows how to respond to any signs that a child may be at risk of harm. She understands her role in keeping children safe in the home and takes the opportunity to teach children about safety around fires and cookers. The childminder extends this teaching to her planned outings in the community. She risk assesses outings and adapts plans accordingly. The childminder completes regular safeguarding training and keeps up to date with safeguarding agendas, to keep her knowledge refreshed. She understands what to do if an allegation is made against her, her husband or another childminder.

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should:

n ensure that activities are consistently well adapted to reflect the varying ages and stages of children's development n establish effective information sharing with local pre-schools that children attend so that there is a joined-up approach to their learning.

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Setting details

Unique reference number 400559 Local authority North Yorkshire Inspection number 10264768 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 2 Date of previous inspection 26 June 2017

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Information about this early years setting

The childminder registered in 1984 and lives in Ripon, North Yorkshire. She operates all year round, from 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n Parents shared their views of the setting with the inspector through email. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

12 January 2023 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

12 January 2023 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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