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

The childminder provides a welcoming and homely atmosphere. Children enjoy their time at 'Nikki's house', where they feel safe and loved. The childminder places a firm focus on nurturing children's emotional well-being. She is dedicated to enriching children's personal, social and emotional development. Children show respect and empathy for each other. The childminder acts as a wonderful role model with her calm and peaceful approach. Children model this behaviour and play harmoniously together.

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The provision is good

Children enjoy being extremely physically active with plenty of time spent outdoors. They benefit hugely from the tremendous green space on offer. They ride tractors and tricycles, run freely and have vast amounts of space to explore. They have countless open-ended resources, such as pine cones, logs and twigs, to play with imaginatively. The childminder helps children to learn about the world around them in exciting ways. For example, they hunt for the first signs of spring as they find snowdrops with magnifying glasses.

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The provision is good

Children have lots of opportunities to make their own choices and explore, particularly while outdoors. They make good use of the inviting and accessible resources and activities on offer. Children develop independence through helping with real-life jobs. For example, they take responsibility for sweeping leaves in the garden and helping with the preparation of vegetables for making soup in the kitchen. This helps to develop their confidence and 'can-do' approach, providing them with the positive skills and attitudes they need for life.

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need to do better?

n The childminder is clear about what she wants children to learn during their time here. She knows the children in her care well. She uses this information to adapt learning and activities to meet children's needs. For example, when children are older, she places a greater emphasis on the skills that they need for school. However, she does not consistently utilise all opportunities and what she knows about children to fully build on and extend their learning to the highest level. n The childminder helps children acquire good communication and language skills. Children are supported to become confident communicators. The childminder gives them time and space to talk, encouraging each child to express themselves. In play, the childminder models new words. This helps to develop children's vocabulary. n Children have varied opportunities to develop their mathematical skills. They count pom-poms as they sort them into different containers. They use the

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need to do better?

language of size as they find 'tiny' pom-poms and problem-solve as they predict how many can fit onto a spoon. Children hunt for different shapes that they can

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need to do better?

8 February 2023 see outside. They talk about how paving stones are rectangular and the face of a log is circular. This helps them to make good levels of progress. n Children have varied opportunities for writing. For example, they help the childminder write shopping lists and messages for parents. They make different marks with chalk outdoors as the childminder models how to write their names. These early writing opportunities help to give children the skills they need for their next stage of learning. n Children enjoy a wide range of experiences. They attend story-time sessions at the library and visit local playgroups. They learn about how to be a positive member of their community through joining in with local events and attending coffee mornings at the church. This helps them to develop confidence in new situations and gives them a breadth of knowledge and experiences. n Parents compliment the childminder's calm and nurturing approach. They say

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need to do better?

that this helps children to settle well in her care. Upon starting, parents receive in-depth information about what will happen during children's time here. Following this, the childminder actively informs them about children's progress and how they can support learning at home. n The childminder gathers some information about children's time at other settings from parents. However, she does not make the most of developing partnerships with other professionals. This means that she is not always clear about what children are learning at other settings, to ensure better continuity for children and to help them make even greater progress. n The childminder keeps her knowledge refreshed through regular training. This has a positive impact on the quality of teaching. For example, she has recently developed her knowledge of how to further support babies' and younger children's learning. This has enabled the childminder to provide even more age-

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need to do better?

appropriate activities that support children's individual needs.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of child protection. She ensures that her safeguarding knowledge remains up to date. The childminder has a strong understanding of the signs and symptoms that may indicate that a child is at risk of abuse. She is clear about the reporting procedures following concerns about children's welfare. Furthermore, the childminder understands the risks posed to children online. She shares important safety information with parents and children. Regular checks of the premises manage any potential hazards and risks. Children are well supervised. This helps to ensure their safety.

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should:

8 February 2023 n use what is known about children to plan even more precisely for every child, to continually build on and extend their learning further n develop relationships with other settings that children attend to create better continuity for children in their learning, to help them make even better progress.

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Setting details

Unique reference number EY430387 Local authority North Yorkshire Inspection number 10264857 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 11 Date of previous inspection 28 June 2017

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Information about this early years setting

The childminder registered in 2011 and lives in Leyburn, North Yorkshire. She operates her provision all year round, from 8am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder employs four assistants who occasionally work alongside her. The childminder holds an early years qualification at level 3.

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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 childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together to discuss the childminder's 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 on 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

8 February 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

8 February 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

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