Childminder in North Yorkshire

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Children are extremely happy and flourish in this childminder's care. They show warm, affectionate attachments with the kind and caring childminder and feel very secure in her care.

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The provision is outstanding

The passionate childminder has a wealth of knowledge and uses this to plan exciting, interesting and challenging activities. For example, she skilfully sparks children's curiosity by telling them a special delivery has arrived. Children are asked thought-provoking questions about the address label and what the box might contain. When children suggest it could be a penguin, she encourages them to think if a penguin would fit in it. This supports the development of children's critical thinking skills. Children open the box to find a fish, along with some clues suggesting where it might have come from, which they delight in exploring further. The childminder makes the most of opportunities to engage in meaningful conversation and skilfully extends children's vocabulary, such as talking about the fish's 'gills', 'fins' and 'scales'. Children are deeply engaged in their learning and, as a result, behave extremely well and make rapid progress.

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The provision is outstanding

Children's learning is wonderfully enriched by an array of activities that help them to learn about the community in which they live and the wider world. The childminder is passionate about providing children with experiences they may otherwise not have, such as a ride on a train or visiting a nearby market. Children are encouraged to talk about their past experiences with the childminder, such as the sounds they heard when they visited the seaside with their parents. This makes children feel valued and listened to.

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need to do better?

n Children's communication and language skills develop extremely well. There are ample opportunities for children to develop their writing skills through purposeful mark-making activities. For example, children enjoy making greetings cards. The childminder enthusiastically explains that a card is usually signed with your name and children are eager to have a go at doing so. Children learn in a language- rich environment. The childminder makes the most of opportunities to introduce children to new words and engage in conversation. Children are continually immersed in discussion with the childminder, for example recapping on their previous learning about a viaduct in the local area. Children are making great strides in developing their confidence in their speaking skills. n The childminder ensures that children's development and understanding of a wide range of mathematical concepts are cleverly woven into everyday play and

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need to do better?

learning. For example, children are encouraged to collect 'half' of the bricks. The childminder explains clearly what 'half' means. Children learn about measure and

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need to do better?

24 January 2023 volume as they make potions in the mud kitchen. Similarly, opportunities to solve problems are plentiful. For example, children work out how many bowls they need for the number of children present. As a result, children make excellent progress. n Children are taught to have respect for one another and their learning environment. Older children know that offering support to younger children, such as by encouraging them to share and take turns, is the right thing to do. Children are also helped to understand the importance of looking after their play equipment and resources. Children enjoy tidying away while listening to the 'Tidy-up Rumba'. They know to pick up resources that they may step on, rather than stepping over them, as this helps to keep them safe. n Children's independence skills are extremely well supported. Children have lots of opportunities to carry out small tasks for themselves. For example, they wash

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need to do better?

their hands and attempt to put on their own coats and shoes. Children enjoy taking on the responsibility of being 'Snack Leader', finding out which snack their friends would like and cutting it for them. This gives children an immense sense of pride. n Children are taught how to keep themselves healthy. While they can help themselves at mealtimes, they are encouraged to think about how much food they need to fill their tummies. This teaches children to be aware of the signs that they are hungry. Children talk knowledgeably about how different coloured foods keep their body healthy in different ways. They are developing a clear understanding of which foods are good for the body and those in which moderation is needed. Children's oral health is effectively supported. Children have a good understanding of why it is important to brush their teeth. n Partnerships with parents are exceptionally strong. Parents are extremely happy

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need to do better?

with the quality of care and education their children receive. They say their children have developed in 'leaps and bounds'. The childminder provides parents with ideas of how they can continue learning at home. She regularly invites parents into her home to look at children's 'giant floor books' and to ensure they know how she is supporting their children's learning across all areas.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust understanding of safeguarding. She completes regular training to ensure her knowledge remains up to date. She confidently explains signs and symptoms which may suggest a child is at risk of harm or abuse. The childminder has a clear understanding of how to keep children safe in the home. She teaches children about what they need to do in an emergency. Children know they would go to a nearby park. The childminder knows what to do if she had a concern with someone living in the home or her co-childminder. The childminder ensures children understand they have ownership of their body from a young age. She uses a story to develop their understanding of what is private and that time spent in the bathroom is private.

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Setting details

Unique reference number 2614105 Local authority North Yorkshire Inspection number 10264521 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 Not applicable

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Information about this early years setting

The childminder registered in December 2020 and lives in Knaresborough. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with another registered childminder.

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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 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 Children communicated with the inspector during the inspection. 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 The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector.

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Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

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

24 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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