Childminder in North Yorkshire

Overall effectiveness Outstanding

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

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The provision is outstanding

Children relish their time with the outstanding, caring and nurturing childminder. They select from high-quality resources as they make decisions and initiate their own learning. Children confidently embed their social development skills through role play as they pretend to be in situations that they are familiar with. For example, they enjoy dressing up as police officers and delight in showing off their costumes to visitors. Toddlers become skilful mark makers and quickly begin to understand that print has meaning. For example, they delight in drawing the sun with the variety of coloured chalks on the patio, pointing towards the sky as they do so. Younger children model and delight in drawing circles, proudly showing off their achievements.

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The provision is outstanding

Children behave exceptionally well. The childminder is an excellent role model. She encourages children to talk about their feelings to teach them how to manage their emotions. For example, when children are frightened by a fly that has flown in through the window, the childminder provides them with the appropriate vocabulary to help them to articulate their feelings, and supports them to navigate through moments of unease.

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The provision is outstanding

The childminder recognised that after the COVID-19 pandemic, children needed additional support in building their emotional resilience. She has focused on these areas in detail and closely monitored and assessed the impact of this work. Children now show confidence and emotional security.

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need to do better?

n The childminder has a strong commitment to her continuous professional development. She has studied developmental theories, such as schemas, and uses these to plan her curriculum. Her excellent understanding of child development helps her to create an environment where children thrive. This contributes to the high-quality service she offers. n Children who speak English as an additional language, or are bilingual, are positively encouraged to use both languages while at play. The childminder is multilingual and engages children in meaningful conversations in their home language. This contributes to children's excellent communication skills. n The childminder assesses the impact of all activities and understands how to further extend children's learning. For example, when children who have been struggling to learn colours point and ask for their bag in their home language, the childminder repeats in both languages 'you would like your green bag?'. This

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need to do better?

helps to create a consistent approach to children's learning and development. n The childminder ensures that children are given opportunities to develop their literacy skills in all of their languages. Toddlers snuggle up with the childminder

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need to do better?

19 July 2024 to share a favourite book. They enthusiastically join in, counting the number of caterpillars on each page. Babies independently choose their own books and look through them, turning the pages. This allows children to develop a love of books and reading. n The childminder provides endless opportunities to develop children's growing independence skills. For example, even the youngest children attempt to independently put on their shoes before going outside. When children struggle, the childminder offers appropriate support. Children develop perseverance and confidence in their own abilities. This helps children to learn important life skills. n Support for children who may have additional needs is superb. The childminder monitors children's progress carefully and swiftly identifies when a child may need further support. Her knowledge of local special educational needs and/or disabilities (SEND) services is excellent. All children, including those with SEND,

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need to do better?

make superb progress. n The childminder places an extremely strong emphasis on giving children real-life experiences. They go on weekly outings to a variety of different places, including farms and museums. Older children have shown a particular interest in castles, so the childminder has planned exciting visits to local heritage sites. This helps to broaden children's knowledge of the world they live in. n The childminder has established extremely friendly, but professional, partnerships with parents. Parents speak incredibly highly of the childminder. They comment that their children have made rapid progress since they started attending, and that they 'could not ask anything more from her service'. They work closely together to gain a holistic overview of the children. This ensures consistency in children's care and learning. n The childminder is a committed and reflective professional. She regularly

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need to do better?

evaluates her practice. For example, she sends out regular questionnaires to incorporate parents' views into her self-evaluation. She implements changes, if appropriate, to her practice. This improves the already positive outcomes for children.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

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

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Setting details

Unique reference number EY537522 Local authority North Yorkshire Inspection number 10351047 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 2 October 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Brough with St Giles, Catterick Garrison, North Yorkshire. She operates her childminding service all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a level 3 childcare qualification. The childminder provides funded early education for two-, three- and four-year-old children.

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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 childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n Children shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

19 July 2024 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

19 July 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

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

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