Home Childcarer 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

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The provision is good

The childminder provides an environment that is safe and inviting for children. She is caring and affectionate and nurtures children in her home-from-home environment. Children form strong bonds with the childminder and enjoy her company. The childminder supports children to feel safe and secure and have high levels of confidence and self-esteem.

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The provision is good

Children are keen and enthusiastic learners who benefit from a vast array of resources and activities of their choosing. The childminder works effortlessly to create a curriculum that is ambitious for each individual child. She considers children's current interests and their next steps in learning to plan a range of activities and experiences. For example, children develop their imaginations as they pretend to make ice creams with different coloured foam. The childminder extends learning and challenges the children to use scoops to collect and fill their cones and explore the textures. Children make good progress in readiness for their next stage of learning.

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The provision is good

Children's behaviour is good. The childminder has high expectations of their behaviour. She acts as a positive role model and demonstrates how to use good manners by saying 'please' and 'thank you'. Children are calm, kind and respectful, and they listen well to what is being asked of them.

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need to do better?

n The childminder has a secure understanding of how children learn and develop. She knows where each child is in their development and identifies appropriate next steps to support their progress. The childminder plans a range of adult and child-led activities and experiences. However, on occasion, planned activities are too challenging for children's age and stage of development. This means that children do not consistently benefit from the intended learning and at times, lose interest. n The childminder has a strong understanding of how to support children with special educational needs and/or disabilities (SEND). She works well in partnership with parents, schools and other professionals to ensure the needs of all children are met. The childminder has taken part in training to extend her knowledge of supporting children with SEND. This is an inclusive environment for all children. n The childminder supports children's speech and language skills exceptionally

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need to do better?

well. She creates a language-rich environment that is filled with stories, singing and discussion. The childminder asks children questions as they play to extend learning and allows them time to think and consider their answers. The childminder uses Makaton as a way of helping young children and children with

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need to do better?

5 September 2024 SEND to develop their communication skills. n Partnership with parents is a strength of the setting. Parents speak incredibly highly of the childminder. They say they are delighted with the care and educational learning she provides. Parents value the range of outings and experiences the children have to extend their learning. The childminder understands the important role parents play in supporting children's learning. She provides parents with daily conversations, photos and summaries of what they have been doing each day. n The childminder provides children with a rich set of experiences to learn about the world around them. Children have many opportunities to learn about themselves, their families, different cultures and values. For instance, the childminder uses a range of books and resources, such as stories about different family units and cultural backgrounds to support their understanding. Children

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need to do better?

have opportunities to learn about different festivals and celebrations. n Children are provided with consistent opportunities to develop their independence. For example, the childminder models how to use safety knives before children 'have a go' at cutting up fruit and cheese themselves. Children independently wash their hands, put their shoes and coats on and make decisions about what they want to play with. This prepares children well for their eventual move to school. n The childminder understands the importance of prompting children's physical development and plans her environment to support these skills. Children have daily access to a well-equipped outdoor to develop their large muscles. For example, they use hoops and balance domes to create an assault course together. Children delight as they step across the domes and develop their stability, balance and core strength.

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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 enhance the planning of adult-led activities to ensure an appropriate level of challenge that meets the needs of children and helps them to engage fully in their learning.

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Setting details

Unique reference number EY413611 Local authority North Yorkshire Inspection number 10351298 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 3 Number of children on roll 3 Date of previous inspection 23 October 2018

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Information about this early years setting

The childminder registered in 2010 and lives on the outskirts of Knaresborough, North Yorkshire. The childminder cares for children all year round from 7.30am to 6pm, Tuesday to Thursday, 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 setting. 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

5 September 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

5 September 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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