Childminder in North Yorkshire

Overall effectiveness Inadequate

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

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The provision is inadequate

The setting is chaotic. Activities are not set up to occupy and challenge children. Some children are unsettled because the childminder does not plan activities that interest them or motivate them. Children do not have regular opportunities to develop new skills or be taught new things. The childminder's lack of effective planning means that children do not have access to activities that help them to reach their next steps and make good progress in all aspects of learning. Children are at risk because the childminder does not have a secure grasp of the safeguarding risks posed to them. They become hungry because snack time is heavily delayed due to poor organisation from the childminder. They wait at the table for too long before being served.

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The provision is inadequate

Despite these weaknesses, overall, children are happy with the childminder. They develop close bonds with her and with other children. Babies greet their friends at the door each morning, smiling and laughing as they share their delight at seeing each other. They enjoy watching the refuse collectors as they collect rubbish and are later supported by the childminder to choose the correct bin for their recycling.

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The provision is inadequate

Outdoors, children develop their physical skills when they climb challenging steps up slides and to cosy loft reading spaces. Older children enjoy playing football in the spacious garden, taking care around the babies. Babies push toy prams and practise first steps on the grass. Children scoop, pour and fill sand as they work collaboratively to fill up large trays. They practise early writing skills when they make marks in the sand.

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need to do better?

n The childminder does not have a good understanding of her curriculum and what she wants children to learn. She does not regularly plan activities based on their interests and abilities. Older children are not challenged so they become bored and disengaged. n Parents speak highly of the childminder and the service she provides. However, the childminder does not develop effective partnerships with parents that help support children's learning and development. Despite this, the childminder does know that some children visited farms recently and has set up a small-world farm for them to play with. n The childminder supports children's language development by narrating what children do. She speaks in short sentences that babies can understand. She gives them time to comprehend what she has said before they act on her instructions. n The childminder does not invest enough time settling children. Some children do

p.2

need to do better?

not have any settling-in sessions at all. Because of this, the childminder does not

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need to do better?

11 April 2023 fully understand children's interests and starting points. This means she does not plan accordingly for their next steps when they begin their placements with her. Children take extended time to settle in as a result. n Children enjoy weekly visits to the local library, where they listen to stories and rhymes. The childminder promotes an enjoyment of books. For example, older children read to younger ones as they sit on the 'story chair'. At Easter, they hear the Easter story being retold at a local church. n The childminder is consistently positive and reassuring to children. She praises them for their achievements. For example, when babies are learning to walk, she ensures they have appropriate space outdoors to practise before encouraging them to take steps. When they do, she is full of gentle praise, clapping her hands and saying 'well done'. n The childminder accesses regular professional development from appropriate

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need to do better?

providers. However, she is unable to discuss the impact of this training. For example, there is no evidence of recent mathematics training being used with the older children it was designed for. n The childminder is respectful when carrying out nappy changing. She demonstrates good hygiene practice during nappy changes. However, she does not make sure older children wash their hands after visiting the toilet. n The childminder recognises the pleasure that children take from being outside. She ensures they play outdoors in all types of weather. Babies are free to move around on the grass outside. They climb challenging steps to the top of a slide. However, when children are interested in activities, the childminder does not always take opportunities to extend their learning, such as helping them understand the effect exercise has on their body.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has completed all statutory safeguarding training but this has not had the required impact on her knowledge. She cannot say confidently how she would be alerted to any possibility of a child being at risk of harm from exploitation, such as county lines or online grooming. She does have an awareness of what to do if she has concerns about the behaviour of an adult towards a child. The childminder's home is safe. Large fences and gates ensure children are safe on the premises. She teaches children to stay within the boundary of her shared garden. Cleaning materials are stored safely.

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Due date

11 April 2023 undertake appropriate safeguarding training to improve understanding of the signs and symptoms that children may be at risk from harm or abuse 17/05/2023

p.3

Due date

gather comprehensive information regarding what children know and can already do before they start attending, so that activities are planned to support their next steps in learning 17/05/2023

p.4

Due date

improve understanding of how to build a curriculum that interests all learners and supports them to make good progress from their starting points 17/05/2023

p.4

Due date

support older children to understand the need for good hygiene routines, such as handwashing in order to combat the spread of germs. 17/05/2023

p.4

Setting details

Unique reference number 2620634 Local authority North Yorkshire Inspection number 10280939 Type of provision Childminder

p.5

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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder lives in Tadcaster between York and Leeds. She operates from Monday to Friday, 7.30am until 6pm, all year round, apart from family holidays and a week at Christmas. The childminder has an appropriate qualification at level 2.

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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 inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this has on children's learning. n The childminder and the inspector carried out a joint observation outdoors.

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Inspection activities

11 April 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

11 April 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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