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 Inadequate

p.1

The provision is good

Children are happy and soon grow to be confident learners in this safe, secure environment. Play and learning is led by children as they choose from carefully thought-out resources that reflect their interests. They concentrate for long periods when activities capture their curiosity, such as building with construction materials. They play cooperatively, share their ideas, and discuss how to solve problems. The childminder's varied curriculum helps all children to thrive and gain the skills they need for the move to nursery school.

p.2

The provision is good

Children learn about good health and quickly become independent in personal care routines. They explain that they wash their hands when they have been outside to play, because sometimes they are very dirty. Children learn about a healthy diet and that some foods should be eaten as treats. They begin to understand that they need food for fuel, just like a car needs fuel to work, otherwise they will be too tired to play and learn.

p.2

The provision is good

Children behave well. Any emerging unwanted behaviour is quickly addressed. Children are given gentle reminders about the rules, such as boisterous play is for outside. They are kind, polite and respectful. Children are keen to help with familiar routine tasks because the childminder makes them fun. For example, she suggests children's dinosaur hand puppets might help them put their building blocks away.

p.2

need to do better?

n The childminder demonstrates a secure understanding of how to create a stimulating learning environment, based on children's ages, stage of development and interests. They are keen to join their friends and quickly become absorbed in play. The childminder extends children's learning opportunities using resources in the community. For example, they attend weekly story sessions at the library and choose a wide variety of books to read at home. n Interactions between the childminder and children are very good. She sits with them and promotes conversation between them as they discuss what they are doing and share their ideas. The childminder introduces new words, such as 'jettison', when children talk about the space shuttle they have seen on the news. She helps them to identify a range of dinosaurs, such as 'stegosaurus' and 'velociraptor'. This helps children to extend their already broad vocabulary.

p.2

need to do better?

n The childminder observes children and quickly reshapes tasks when younger children lose interest. For example, she introduces early mathematics when she provides them with bowls to sort their different shaped blocks into colours. She talks to the children about the different shades of colours. She asks questions that challenge their thinking and help them make connections in their learning.

p.2

need to do better?

30 August 2023 For instance, can they remember what fruit they have in their lunch box that is sometimes red and sometimes green? However, she does not always challenge older children to extend their knowledge further. For instance, they know real dinosaurs do not exist anymore, but she does not explore if they know why. n The childminder teaches children that information can be found in lots of different ways. For instance, they try to remember the colours of a rainbow. She reminds them that there is a picture of one in the bathroom, so they go to find out. Children enjoyed completing the summer reading challenge with the childminder. They also use books for reference, which helps them develop their early reading skills further. n During activities, children use their imagination and share their ideas. They decide how to build a 'Jurassic Park' for their dinosaurs. They discuss how high the walls need to be and use blue bricks to represent a waterfall. However, the

p.2

need to do better?

childminder does not always fully promote their creativity. For example, children suggest they make a volcano. They have the right colour bricks, but not enough of them. The childminder does not consider what else they might use. n The childminder knows children and their families well because she promotes successful two-way communication. She talks to them about their holidays, and the clubs children attend after school. She also knows what they are learning in school. Parents value the information the childminder provides. They understand the progress their children are making. Parents comment that their children become independent, confident and have good social skills. They say it is a home-from-home setting and children are well looked after. n The childminder is continuing with her own professional development. She regularly meets with other childminders to ensure she is up to date and share good practice.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has updated her safeguarding training. She has a secure understanding of child protection and how to keep children safe from harm or abuse. She has clear recording and reporting procedures in place and knows who to contact for advice if she has any concerns. The childminder knows the procedures to follow should an allegation be made against herself or anyone in her household. She completes effective risk assessments to ensure the environment is safe for children. The childminder teaches children how to cross roads and use play equipment in the park safely. She checks that the material they access electronically is age-appropriate.

p.3

should:

30 August 2023 n be more perceptive to children's imaginative ideas during their play and make full use of these to explore and extend their creativity n consider using more open questions to challenge older children's thinking and fully explore what children already know and understand.

p.3

Setting details

Unique reference number 400602 Local authority North Yorkshire Inspection number 10286528 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 12 Date of previous inspection 8 March 2023

p.5

Information about this early years setting

The childminder registered in 1996 and lives in Ripon. She operates all year round, from 7.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector discussed any continued 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 different aspects of learning and creates a stimulating learning environment for children. n Children spoke to the inspector about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about her training and how she evaluates the provision.

p.5

Inspection activities

30 August 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.

p.5

Inspection activities

30 August 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7