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 Good

p.1

The provision is good

The childminder creates a warm environment in which children play happily with their friends. They settle quickly and confidently and turn to the childminder when they need support. The childminder has built extremely special bonds with the children. Children show a sense of belonging in the childminder's care. They feel safe and secure as they show the inspector around their setting, pointing out their favourite toys.

p.2

The provision is good

Children enjoy their time with the childminder and the life experiences that she provides. For example, they recall with glee how they went on a bus ride to the shops. This builds on their learning and development. They are eager to access the outdoors and are excited to explore the variety of activities that the childminder provides. The childminder skilfully plans a curriculum that is based on activities the children are motivated by. For example, children investigate water activities as they fill watering cans and water the plants.

p.2

The provision is good

The childminder is a good role model. She has high expectations of children's behaviour. Children behave very well. They demonstrate their understanding of daily routines as they tidy away toys and sit patiently, playing, while the childminder attends to the care routines of younger children.

p.2

need to do better?

n The childminder follows a curriculum that supports children in gaining the skills that are needed for their future success. She focuses on building confidence, curiosity, independence and social skills. She plans next steps for each child with these curriculum goals in mind. This helps children to make good progress in their learning. n The childminder encourages lots of conversations as children play. However, at times, the childminder does not fully capitalise on all opportunities to extend language development. For example, she does not consistently engage in purposeful conversations that promote children's ability to learn new words. This means that, at times, children are not making the maximum rate of progress with their communication and language skills. n Mathematics is naturally woven into play as the childminder consistently talks to children about numbers, sizes and shapes. This enhances their mathematical

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need to do better?

understanding. n Children have their own thoughts and ideas as they explore the environment. They enjoy mixing water with sand and are fascinated with the result. However, on occasion, the childminder does not take the opportunity to extend activities to further support and challenge children's learning. n Healthy eating is a priority for the childminder. She uses a recommended healthy

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need to do better?

14 August 2024 eating app to help make healthier food choices. This helps children to develop a positive attitude towards healthy eating. n Children enjoy fresh air and exercise in the childminder's well-resourced garden. They excitedly run and learn to jump, negotiating space well. This develops their large muscle skills. n The childminder provides opportunities for children to broaden their experiences of the local community. For example, children have regular opportunities to visit local parks, libraries and shops. n The childminder supports children's creativity well. She sings songs in an expressive voice and leaves gaps to encourage children to join in as they delightedly fill in the missing words. This contributes to helping children to develop their thinking skills. n The childminder helps children learn how to care for animals. They learn to be gentle as they stroke the dog and tell visitors his name. This supports children to

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need to do better?

develop confidence around animals and to learn respect. n The childminder builds good relationships with parents. Parents talk about how well their children have settled with the childminder and how much the children 'adore' her. They enjoy receiving daily updates. They are very happy with the progress their child is making and the experiences they receive. This supports children's continuity of learning. n The childminder is reflective and keen to develop her skills further. She takes opportunities to continue her professional development. For example, she takes part in online training and listens to webinars to support her practice. This improves the already positive outcomes for children. n The childminder kept in touch with families during the COVID-19 pandemic through regular messages and newsletters. This supports positive relationships and continuity of care and learning for children.

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 build on opportunities to extend children's vocabulary, in order to further develop their communication and language skills n enhance teaching practice and consider further ways to extend children's learning as far as possible.

p.3

Setting details

Unique reference number EY387674 Local authority North Yorkshire Inspection number 10351484 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 8 Date of previous inspection 12 September 2018

p.4

Information about this early years setting

The childminder registered in 2009 and lives in Harrogate. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-year- old children. She holds a recognised childcare qualification at level 4.

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 the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The inspector spoke to several parents during the inspection and took account of

p.5

Inspection activities

their views. n The childminder provided the inspector with a sample of key documentation on request.

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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.

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Inspection activities

14 August 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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