Childminder in North Yorkshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

The childminder has a weak understanding of how children learn and develop. He does not have a clear intention for children's learning and does not consistently implement the curriculum effectively. This means that children do not receive the level of education to which they are entitled. Nevertheless, children are happy and settled in the setting. They enjoy the play resources the childminder provides and their interactions with him. For example, children read books in a play tent and come to show the childminder the stories they are looking at.

p.2

The provision is inadequate

The childminder forms positive relationships with children and their families. This supports children's confidence and emotional development. The childminder is caring, friendly and respectful in his interactions. This helps children to be happy and calm in this welcoming setting. However, the childminder has a limited understanding of how to provide a sequenced curriculum to support children's learning. He inaccurately assesses the current stages of development in which children are working. This means that he provides activities which are not focused on what children need to learn. Children do not make the progress of which they are capable.

p.2

The provision is inadequate

The childminder provides some enjoyable activities. For instance, children plant, and then later harvest, vegetables to eat. They also enjoy open-ended activities, such as junk modelling and play dough. However, the curriculum is not focused or sequenced effectively. Furthermore, the childminder's interactions are inconsistent and show a lack of understanding of how to extend children's development, especially in communication and language.

p.2

need to do better?

n The childminder does not support children's learning and development sufficiently, especially their communication skills. Despite knowing children well, he does not use this knowledge to engage children in a stimulating and focused curriculum to help them to make individual progress. For example, during a craft activity, the childminder encourages young children to find and identify sticking foam letters in a jumbled box. This is beyond children's current level of development, and they are unable to complete the task. At times, the childminder uses oversimplified language, referring to sticking tape as 'stick stick', for example. He does not have a clear understanding of how to extend children's vocabulary. This leads to children becoming disengaged with the childminder's attempts at teaching. n The childminder does not support children with special educational needs and/or disabilities (SEND) effectively. He fails to engage sufficiently with outside

p.2

need to do better?

professionals and parents to understand the specific needs of each child and

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need to do better?

20 July 2023 what he can do to support development. For instance, children with identified speech and language needs do not receive the level of focused teaching they require to develop their communication and language skills. n The childminder shows some self-reflective practice. He identifies that he can improve his knowledge and understanding of child development. However, he has not engaged with any effective professional development to improve his practice, nor does he understand where to go for professional support. As such, ineffective observation and assessment are in place. Children do not benefit from support to help them make sufficient progress in their learning. n The childminder reads to children to support their interest in reading. Children enjoy looking at books independently and bring them to the childminder to read to them. The childminder reads familiar phrases, leaving gaps for children to

p.2

need to do better?

finish sentences. This engages children well in the stories, and they enjoy showing the childminder that they know the phrase. n The childminder builds positive relationships with children and their families. Parents appreciate the warm and welcoming setting the childminder provides. They mention how he supports their children's emotional well-being and that their children are happy and confident to approach the childminder with their needs. n Children show good levels of independence and confidence. They have a strong bond with the childminder and seek him out to share in experiences. The childminder encourages them to participate in their routine, and they help with their self-care tasks such as getting their coats and shoes ready for school pick up. The childminder also encourages children to have freedom in their play. After a craft activity, children proudly show a lollipop puppet they have made

p.3

need to do better?

themselves. This leads to children being calm, regulated and confident in the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has good knowledge of current safeguarding topics, including the signs of abuse and referral to care services. He shows an understanding of a range of topics, including female genital mutilation and the 'Prevent' duty. He stays up to date with statutory requirements for training and ensures that all other adults with access to children are suitable to do so. This means that children are kept safe and are cared for effectively during their time in the setting.

p.3

Due date

20 July 2023 improve your knowledge and skills to implement a suitably challenging curriculum that is planned precisely to meet the individual needs of all children to help them make good progress 19/01/2024

p.3

Due date

engage with professional development to improve teaching and develop an understanding of children's communication and language development, implementing effective strategies into practice 19/01/2024

p.4

Due date

improve knowledge of how to support children with SEND, and engage with other professionals to meet all children's needs. 19/01/2024

p.4

Setting details

Unique reference number EY425034 Local authority North Yorkshire Inspection number 10279983 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 11 Date of previous inspection 7 August 2017

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Sherburn-in-Elmet, North Yorkshire. He operates all year round, from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder employs two assistants and provides funded early education for three- and four-year-old children.

p.5

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 childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the early years curriculum. n The inspector observed the quality of education being provided indoors and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector through written statements. n The childminder provided a sample of key documentation on request.

p.5

Inspection activities

20 July 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

20 July 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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