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 Not applicable

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The provision is good

The childminder creates a warm and homely environment for children and their families. Her nurturing and caring approach supports children to settle quickly. This is evident as children confidently greet visitors and independently explore their environment. Children receive lots of cuddles and attention from the childminder. This helps them to feel safe and secure in the her care.

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The provision is good

Children delight in the outdoor area where they spend much of their time. The childminder provides a stimulating environment where children can follow their interests. For example, children learn about size and measure during water play as they pour and fill containers. The childminder helps children to use words, such as 'bigger' and 'smaller' to support their mathematical development. Children enjoy practising their physical skills as they climb the steps of the slide and enjoy swinging and using the ride-on toys.

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The provision is good

Children behave well. The childminder provides children with clear expectations for their behaviour and gentle reminders throughout the session. For instance, she reminds children to take turns and to use their good manners. The childminder gives children meaningful praise for their good behaviour and personal effort. This supports their self-esteem and confidence well.

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need to do better?

n Children are enthusiastic and curious learners. The childminder provides children with a balanced curriculum that builds on what they already know and can do. She is enthusiastic and joins in with children's play, asking them questions and extending their learning. However, the childminder does not always fully consider the physical environment during focused activities to limit distractions. For example, when children are engaged in sand play, the childminder opens the outdoor play area and introduces new resources and activities. This distracts children and does not fully support their ability to engage in the planned intended learning. n Children thrive in this loving learning environment. The childminder monitors children's progress effectively. She uses ongoing observations of the children to identify their next steps in learning. The childminder uses this information together with children's current interests to plan a range of activities and

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need to do better?

experiences. For instance, children visited a farm recently to support their interest in animals. All children, including those in receipt of additional funding, make good progress from their starting points in development. n The childminder reflects on her practice and the experiences she offers the children. She keeps up to date with mandatory training, such as paediatric first aid and safeguarding. In addition, the childminder attends training to keep her

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need to do better?

27 August 2024 skills and knowledge up to date. For example, recent training has helped her to support children to self-regulate their feelings and emotions. The childminder has formed a strong network with other childminders in the local community and shares good practice. n Children enjoy many opportunities to learn about their local and wider community. The childminder broadens children's learning experiences by visiting places, such as museums, local woods and the library. Children enjoy trips to a local playgroup, where they meet other children and have opportunities to develop their social skills. Children learn about multicultural festivals and have access to a range of diverse resources. This supports them to understand their local community and appreciate the diverse world we live in. n Overall, the childminder supports children's communication and language development well. She uses familiar songs and nursery rhymes to support

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need to do better?

children's speech. Children regularly listen to stories and answer the questions asked about what they can see. The childminder understands the negative impact that dummies might have on children's speech and works with parents to reduce their use. However, on occasion, the childminder's strategies for supporting children's language are not always successful. For instance, she does not repeat back the correct pronunciation of words and sentences to children. n Partnerships with parents are well established. Parents say that they are very happy with the care their children receive. They value the daily conversations, photos and the range of activities and experiences the childminder provides. The childminder regularly shares children's next steps with parents to support their learning at home.

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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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should:

n limit distractions during planned activities to help children to focus their attention more deeply on the intended learning n support children to learn the correct pronunciation of words to fully support their language development.

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Setting details

Unique reference number 2676188 Local authority North Yorkshire Inspection number 10355297 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection Not applicable

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Information about this early years setting

The childminder was registered in 2022 and lives in Barlby. She operates, Monday to Friday, all year round from 7.30am to 5.30pm, except for bank holidays and family holidays. 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 childminder. n The childminder showed the inspector around areas of her home used by children and explained how she supports children's learning and development. n A joint observation was carried out by the childminder and the inspector. n The inspector observed the quality of the interactions between the childminder and the children and assessed the impact on children's learning. n Parents shared their views with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request, including evidence of paediatric first-aid training and public liability insurance.

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Inspection activities

27 August 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

27 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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