Foley, Samantha

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 care. They present as being safe and secure at all times. The childminder knows children very well. She is sensitive to their individual needs and is aware of when children are becoming tired and need a sleep. Children form a strong bond with the childminder and go to her for cuddles. They also establish good relationships with their peers, including children from a social group they attend. The childminder has high expectations for children's learning and behaviour. Children are well behaved. The childminder calmly reminds them about sharing and taking turns with toys, which helps to promote their personal development and social skills.

p.2

The provision is good

The setting is unique in that it is a remote farmhouse with no immediate neighbours. The childminder is very safety conscious. She teaches children how to ring emergency services from the landline phone, if she were to have an accident. The childminder also ensures that children have measured risks and learn about personal safety. For example, children cook porridge and eggs at the cooker with support from the childminder. They also use child-sized safety knives to chop fruit and vegetables for their snacks. This also helps to promote children's physical development, independence and confidence.

p.2

need to do better?

n Children benefit from a stimulating and varied curriculum that includes all areas of learning. However, the curriculum is less focused for children aged under two years. For example, the childminder tends to plan learning experiences with the older children in mind and adapts for the younger ones where needed. In addition, the childminder does not use her assessment of children's progress to consistently plan for their next steps in learning. n The childminder supports children to learn together and to learn from each other, for example, by adapting activities so that they are all included and involved. For example, the childminder encourages the most able children to find more difficult shapes, such as a hexagon, and encourages the younger children to find more common shapes, such as a circle and a square. This helps to promote children's early mathematical skills and their confidence and self- esteem.

p.2

need to do better?

n The childminder places a strong focus on promoting children's communication and language. She cleverly asks questions to promote children's thinking and problem-solving skills. The childminder gives children time to think and answer. n Children have excellent opportunities to promote their understanding of the world. They learn about their local and wider communities and about other cultural celebrations, such as Eid. When on car journeys, the childminder encourages children to point out local landmarks and their friends' houses and

p.2

need to do better?

20 March 2024 friends' grandparents' houses. n Children engage in nature activities and physical play activities, such as when visiting a trout farm. They also visit a science museum in a large market town on a regular basis. When there, the childminder helps children to learn about dental hygiene in a pretend dentist's surgery. n Children learn to care for animals, such as ponies and dogs. They also learn about the effects of the weather, such as when breaking ice on top of the pony's water bucket, so he can have a drink. Children have an excellent knowledge and understanding of the wildlife around them. They can name birds and different breeds of cattle. Children also explain that baby squirrels are called kittens. n Children show a love of books and get excited when the childminder reads stories to them. The childminder engages children very well in singing and story times by linking these to their own experiences. For example, children remember

p.2

need to do better?

and talk about where they were when they saw a kingfisher and an owl. They also learn and repeat words when singing songs and rhymes. This helps to promote children's communication and language skills. n The childminder has a very positive attitude towards continuous professional development. She has completed many additional training courses since the last inspection. n The childminder works well in partnership with parents. She also works well with other providers, such as schools that children move on to. She shares assessment information to support children's continued learning and development. The childminder also supports parents to develop good relationships with each other.

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 enhance the curriculum for children aged under two years so that their learning experiences are more focused n use the information gained from assessments to focus more precisely on what individual children need to learn next during activities.

p.3

Setting details

Unique reference number EY496956 Local authority North Yorkshire Inspection number 10317066 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 6 Number of children on roll 20 Date of previous inspection 21 May 2018

p.4

Information about this early years setting

The childminder registered in 2015 and lives in Barden, Skipton. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides overnight care. She provides funded early education for three- and four-year-old children.

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 childminder. n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the curriculum is implemented and the impact on children's learning. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector took account of parents' written views as part of the inspection. n The childminder provided the inspector with key documentation used for the efficient management of the setting.

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

20 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.

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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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