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

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The provision is good

Children enjoy their time in the childminder's welcoming and stimulating home- from-home environment. The experienced childminder is nurturing, calm and caring towards the children. She forms close relationships and interacts warmly with them. Children show high levels of confidence and immediately get involved in the play opportunities on offer when they arrive in the morning.

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The provision is good

Children demonstrate a positive attitude to their learning. They play and learn through a variety of experiences on offer to them. The childminder has developed a curriculum that is sequenced and engaging for children. For example, children use magnifying glasses to explore the snails in the leaves they recently gathered. The childminder extends learning and speaks to the children about animals that hibernate, such as hedgehogs. This helps children to thrive in the nurturing care of this childminder.

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The provision is good

Children behave well. They are polite and kind to each other. The childminder is a positive role model. She promotes good manners and offers children gentle reminders about what type of behaviour is expected. For example, she reminds children to share and take turns. This helps children to learn about behavioural expectations. The childminder offers children positive praise for their efforts. This supports their confidence and self-esteem well.

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need to do better?

n The childminder uses children's next steps and interests to plan fun and engaging activities for them. Older children enjoy a balance of adult-led and child-initiated activities. For example, the childminder supports children to learn about the seasons as they use sponges and paint to create Autumn pictures. However, the childminder does not make the most of everyday opportunities to include and engage younger children in planned activities, to further extend their learning. n Partnership with parents is strong. Parents are extremely pleased with the service that the childminder provides. They say that their children love to come each day and appreciate the range of opportunities the childminder plans for them. The childminder provides parents with ongoing feedback about how their child is developing through daily diaries and conversations. Parents are also encouraged to provide regular updates from home.

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need to do better?

n Children with special educational needs and/or disabilities (SEND) are supported well by the childminder. She uses her observations and discussions with parents to identify areas where children require additional help. The childminder has completed relevant training to help her to better understand how to support children with SEND. This helps to ensure best outcomes for all children.

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need to do better?

10 October 2024 n The childminder supports children to develop healthy and active lifestyles. She promotes good hygiene practices, such as handwashing before eating. The childminder implements a strong outdoor curriculum that supports children's physical development. For example, children enjoy daily walks to visit the farm animals in the village. The childminder makes good use of the local park for children to play on the larger play equipment. Children are provided with nutritious and healthy snacks and meals each day. n Overall, the childminder supports children's language and communication skills well. She talks to the children about what they are doing and introduces new words to help extend their growing vocabulary. For example, the childminder introduces new words, such as 'cork' and 'Autumn' and helps children to use the words in context. However, at times, the childminder asks questions, not

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need to do better?

allowing space for children to think and respond. During these times, children's communication and language skills are less well supported. n The childminder supports children's early independence well. She encourages children to make their own decisions and become confident and independent learners. Children choose what they want to do throughout the day. For example, they bring a book to look at with the childminder and later choose to do some ribbon threading. The childminder encourages children to choose what they want to eat each day and values their suggestions. n The childminder is reflective in her practice and committed to improving her knowledge and skills. She regularly accesses training to develop her understanding of child development. For instance, recent training has improved her understanding of how to incorporate technology into her curriculum. As a result, the childminder has added scanners to her play shop area for children to

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need to do better?

use and engage in imaginary play together.

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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 explore ways to include younger children in planned activities to support their learning and progress n provide more time and opportunity for children to answer questions, to strengthen their communication and language skills further.

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Setting details

Unique reference number 400691 Local authority North Yorkshire Inspection number 10364065 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 8 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder registered in 1996 and lives in Cold Cotes, Lancaster. She operates all year round from 8am to 6pm, Wednesday to Friday, except bank holidays and family holidays. The childminder holds a relevant early years qualification at level 3. The childminder offers the government-funded places for childcare.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 verbal and 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

10 October 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

10 October 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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