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

p.1

The provision is good

The childminder provides a relaxed and happy environment for children to learn in. Children enjoy their time with the childminder. The childminder encourages children's love of books. She uses familiar stories to enhance children's learning. For example, she reads autumn stories. Children receive good support to develop their personal, social and emotional skills. They develop excellent turn-taking skills as they choose items from a song bag. Children thoroughly enjoy this activity and sing along with the childminder enthusiastically. Children show care and kindness to one another.

p.2

The provision is good

The childminder promotes children's independence well. For example, she encourages children to put on their own coats and boots for outdoor play. Children wash their hands independently and chop their fruit for snack. These skills help to prepare children for their future move to school.

p.2

The provision is good

The childminder is caring and calm in her approach. She is a positive role model and encourages young children to use good manners. For instance, children are reminded to say 'please' and 'thank you'. The childminder has a consistent approach to managing behaviour. She offers encouragement during activities, which promotes children's confidence and helps to raise their self-esteem. The childminder reminds children of appropriate actions to help keep them safe, such as using their 'tiptoeing feet' indoors. Children follow her instructions well.

p.2

need to do better?

n Partnerships with parents are positive. The childminder regularly shares information about their children's learning and development and the activities that they have enjoyed. Parents say that the communication is great, and that the childminder provides a calm and friendly environment. n The childminder provides children with an ambitious curriculum that builds on what they know and can do. She uses her good knowledge of child development to plan activities that keep children motivated to learn. For example, children develop strength in their hands as they use scissors to cut dough. They demonstrate determination and persevere as they squeeze and manipulate the dough. All children, including those in receipt of funding, experience meaningful learning and make good progress. n Overall, the childminder supports children's communication and language well. For example, she repeats words, such as 'rustle', to extend children's vocabulary

p.2

need to do better?

and understanding about the way something might sound. The childminder is attentive and asks children questions during their play to develop their learning. However, at times, the childminder's questioning does not encourage children to think and fully express their thoughts and ideas.

p.2

need to do better?

7 November 2024 n The childminder is keen to develop professionally. The childminder completes training to help her secure her knowledge and understanding of how to support children's development. Recently, she has improved her awareness of how to plan more specific activities that support children's next steps in learning. This has had a positive impact on children, including children who speak English as an additional language. n Children learn about their local community. They go on a range of excursions. For example, children regularly attend playgroups, visit a library and go to local parks. These opportunities help to provide good foundations for children's progress across the curriculum. n The childminder promotes children's good health. Children spend time outdoors, exploring the childminder's spacious garden. They are physically active as they chase the childminder, play with balls and ride on wheeled resources. Children

p.2

need to do better?

learn how their heart beats faster when they take part in exercise. n Children learn about the processes of nature and growing food. For example, they talk about autumn and the red, orange and brown leaves outdoors. Children pick apples from the childminder's tree and help to make fruit crumbles. The childminder provides healthy meals and helps children to understand the importance of good oral health. n The childminder knows the children well and plans opportunities that capture their interests. For example, children are keen to explore how to make pumpkin soup and are confident to add resources to develop their play. However, at times, the childminder is too quick to help children to solve problems and overcome challenges as they play.

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 use more effective questioning to help develop children's confidence to talk during their play and learning experiences n provide children with greater opportunities to think through problems and resolve challenges as they play.

p.3

Setting details

Unique reference number 2696474 Local authority North Yorkshire Inspection number 10368582 Type of provision Childminder

p.4

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 11 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022 and lives in Selby. She operates all year round, from 7.30am to 5.30pm from Monday to Thursday, and from 7.30am to 5pm on Fridays, except for bank holidays and family holidays. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures they are safe and suitable. n The childminder and the inspector discussed the childminder's curriculum and her intentions for children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector observed an activity and evaluated this with the childminder. She held a number of discussions with the childminder and spoke to the children. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through written feedback provided.

p.4

Inspection activities

7 November 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

7 November 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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