Regan, Kelly Louise

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

p.1

The provision is good

Children are happy and settled in the childminder's family setting. They form good friendships with each other, the childminder and assistant as they play together. The childminder and her assistant sensitively support younger children if they are unsure, which helps them to feel safe and build in confidence. Older children confidently use their developing language and vocabulary to express themselves as they talk about how they like to use the play dough. Children's behaviour is good. The childminder and her assistant quickly support children when they need it and help them to express their emotions. For example, they praise children when they are kind and add tokens to the 'kindness jar' together. This helps children to understand their behaviour and emotions more effectively.

p.2

The provision is good

The childminder follows children's interests to excite them in their learning. For example, children take an interest in the birds in the garden. They discover the nest together and then make their own with the play dough. This helps children to learn more about the world around them. Younger children pretend to make food for dolls and cook it in the oven as they develop their imagination and creative skills. All children enjoy playing together and learn from each other. Older children demonstrate how to hold books and point to pictures in the story.

p.2

need to do better?

n The childminder works with her assistants to plan for children's learning. They know the children well and use their interests to provide exciting experiences and activities. Although the childminder and her assistant understand what it is that they want children to learn, they do not always focus on specific skills to help children make the best possible progress. n The childminder and her assistant support children to become more independent. They encourage them to wipe their noses and wash their hands. This helps children to be more aware of their self-care needs. Children develop their personal and social skills further as they take part in the snack routine. They wipe the tables and cut the banana for everyone to share. n Children choose what they are interested in as they play. They carefully build a tower of blocks. As the tower starts to wobble, they keep trying until they add the last block to the top. When the tower falls, the childminder steps in quickly

p.2

need to do better?

to provide support. However, this does not give children time to problem-solve and think about how they can achieve what they have set out to do. As a result, children are not always getting the opportunity to use their critical-thinking skills. n The childminder and her assistant encourage all children to be involved in their learning. For example, the childminder asks, 'What's in the sack?' She encourages children to take turns to guess the object inside the sack. Children take it in turns and enjoy remembering when they used the object and what

p.2

need to do better?

14 March 2024 they did. This builds children's social skills and helps them to remember and recall experiences, which builds on their language skills. n The childminder identifies when children require further support. She works alongside the local authority and relevant agencies to ensure that children and their families can access the help they need. This helps children to progress to the next step in their learning. n Parents express how much they value the childminder and her assistants. They praise the childminder for the excellent communication about their child at the setting. For example, parents receive updates about their child's learning and activities to do at home, including decorating an Easter bonnet. n The childminder reflects on what is working well and what could be improved in the setting. She actively seeks out relevant training for herself and the assistants to ensure that they can develop and improve the setting. This helps children's

p.2

need to do better?

learning to progress as the childminder introduces new ideas which meet children's individual learning needs.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n allow more time for children to problem-solve to support them in developing their critical-thinking skills n focus even more on what skills children are learning to help them make the best possible progress.

p.3

Setting details

Unique reference number EY283980 Local authority North Yorkshire Inspection number 10317053 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 9 Number of children on roll 16 Date of previous inspection 17 May 2018

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Scarborough, North Yorkshire. She operates all year round from 7.30am to 5pm, Monday to Thursday, except for family holidays and bank holidays. The childminder provides funded early education for two-, three- and four-year-old children. She has a childcare qualification at level 3. The childminder works with assistants.

p.4

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 showed the inspector the premises and discussed how she ensures that they are safe and suitable n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n Children spoke to the inspector during the inspection. n The inspector talked to the childminding assistant at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation with the childminder of a communication and language activity.

p.5

Inspection activities

n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

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.

p.5

Inspection activities

14 March 2024 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.5

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.6

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.6

Inspection activities

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

p.6

Inspection activities

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

p.6