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 are incredibly happy at this calm and welcoming childcare setting. The childminder prioritises children's personal, social and emotional development. Children develop strong and positive relationships with the nurturing childminder, who knows them well. This promotes a strong sense of belonging and children feel very comfortable, safe and secure in the childminder's care.

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The provision is good

Children show positive attitudes to learning. The childminder has a clear vision for her curriculum. She offers children choices and arranges resources to enable them to make decisions about what they want to do. Children explore dried pasta and learn the skill of scooping and pouring pasta into toy diggers. Babies delight in splashing water as they play with rubber ducks and explore their senses. This supports children to gain the skills they need in preparation for their next stage of learning.

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The provision is good

Children behave well. The childminder offers positive encouragement and praise along with guidance to support children's behaviour. She uses gentle reminders to reinforce her behavioural expectations, such as using 'kind hands'. The childminder teaches children about emotions and feelings. For example, children learn about different emotions by using face cards around a mirror. This helps children to acknowledge their feelings and those of others.

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need to do better?

n The childminder plans a broad and sequenced curriculum based on children's current interests. She uses information from parents, along with her own observations and assessments to identify what children need to learn next. This ensures that the childminder notices where children may need extra help with their learning. Children, including those with special educational needs and/or disabilities, make good progress. n The childminder has good partnerships with parents, overall. She shares information each day about children's daily routines through conversations and photos. Parent speak highly of the childminder. They state that their children love the range of outings planned and look forward to coming each day. However, the childminder does not always share precise information about children's next steps in learning. This means that learning cannot always be extended at home. n The childminder provides many opportunities for children to learn about the

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need to do better?

world around them. Well-planned outings allow children to have real-life experiences. For example, the childminder takes the children to the family farm to visit her horses and help to clean out their stables. Children visit local parks, attend toddler groups and visit other childminder's homes. They benefit from

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need to do better?

20 February 2025 planting and growing vegetables and learning about life cycles. n The childminder promotes children's self-care and independence effectively. Children confidently wash their own hands and blow their noses. At snack time, children show their increasing confidence and independence as they chop up their fruit and feed themselves. The childminder also helps children to understand healthy lifestyles. Children enjoy daily fresh air and exercise to support their physical development. The childminder works with parents to ensure packed lunches are healthy and nutritious. n Overall, the childminder places a strong focus on developing children's language and communication skills. She sensitively models the correct pronunciation of words and encourages children to repeat back mispronounced words. The childminder read stories with animation and asks questions to promote conversations and help build on children's speaking skills. However, the

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need to do better?

childminder does not use all opportunities to ask questions to extend learning further during her interactions with the children. n The childminder is reflective in her practice and completes appropriate training sessions and webinars. She identifies specific training to support the needs of the children in her care. For example, recent training has provided the childminder with valuable insights into how to support children's sensory skills. The childminder networks with other local childminders to share ideas and enhance her provision further. n The childminder supports children's mathematical skills. She incorporates maths learning throughout activities. For example, children enjoy playing with rubber ducks with numerals written on them. The childminder sings the nursery rhyme 'Five little ducks' and encourages the children to find the matching number. Opportunities, such as these contribute to children's good mathematical

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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 ensure parents are aware of children's next steps in their learning and development so that they can support these at home n enhance questioning techniques to develop more opportunities for children to use their thinking and speaking skills during play.

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Setting details

Unique reference number EY339845 Local authority North Yorkshire Inspection number 10380484 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 4 Date of previous inspection 11 June 2019

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Information about this early years setting

The childminder registered in 2006 and lives in Wetherby, North Yorkshire. She operates all year round from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. The childminder offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

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 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

20 February 2025 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

20 February 2025 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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