Noble, Suzanne

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 is extremely attentive and very responsive to children's needs. This, alongside her calm and caring approach, helps children to settle very well and quickly into her care. They show a strong sense of belonging and are happy and confident. Routines are consistent and familiar to children and meet their individual needs. The childminder works closely with parents to ensure that the care children receive supports and compliments their experiences at home. This helps to assure children's physical and emotional well-being.

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The provision is good

Children benefit from a wide range of activities and outings that build on their knowledge and experience. The childminder has high expectations about what children are capable of. Her skilled interactions and involvement in children's play contribute to their curiosity and eagerness to learn more. The broad and balanced curriculum is delivered through activities in the home and visits in the local community. The childminder assesses children's learning and focuses her teaching on what they need to learn next. For example, she takes children to physical play sessions to help them develop their strength and coordination while they learn to walk. The childminder's careful planning ensures that the curriculum is effective and responsive to children's individual learning needs. This helps all children to make good progress.

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need to do better?

n The support for children's developing language skills is highly effective. For example, the childminder works closely with parents to teach children, who have not yet learned to speak, ways to communicate their needs. Babies are able to tell the childminder they would like a snack using simple signs. They quickly begin to attempt words, for example, copying animal names and sounds when looking at pictures with the childminder. They show remarkable skills in this area of learning. n Play is unhurried, which offers children the opportunity to practise and reinforce new skills. Children recall their learning. For example, they join in actions during familiar songs. The childminder knows about the different areas of learning and how to teach them. She makes learning fun, which encourages children's motivation. They are consistently engaged in activities and are happy and eager learners. For instance, babies giggle with glee when the childminder plays a

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need to do better?

game with them with dinosaurs. n Partnerships with parents and other professionals support children's development and progress well. There is a good flow of information between all those involved in children's early education. Shared observations and aims between parents, the childminder and other settings that children attend provide a shared and consistent approach to children's learning. This contributes to

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need to do better?

18 February 2025 children's good achievements. n The childminder is keen to build on her skills. For example, she accesses online courses and articles. Her self-reflection contributes to her good capacity for ongoing improvements. She has plans to support children's learning and imagination even more effectively and to provide more resources that can be used in different ways. However, on the day of inspection, these learning opportunities were not yet embedded, following the childminder's house move. n Consistent routines help children to learn good habits, from an early age, that support their good health. For example, the childminder encourages babies to wash their hands along with her following intimate care routines. The childminder works with parents to ensure that children's meals are nutritious. She ensures that children get plenty of fresh air and exercise during outdoor play. n Children show self-assurance and are proud of themselves. For example, they

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need to do better?

clap happily when they successfully throw and catch a ball. The childminder values children's individuality and encourages them to positively appreciate their differences. For example, she helps children to celebrate their heritage by learning words from other languages and including these in books, resources and conversations during play. n The childminder models good manners, respect and consideration for others. She teaches children positive behaviours, such as turn-taking and sharing, that help them to understand and consider the needs of others. The childminder introduces appropriate boundaries for children's behaviour from an early age. Her gentle reminders and guidance help children to learn what is expected of them. They respond well and follow her instructions.

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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 continue with planned developments, for example, to extend children's opportunities to explore and investigate, to build further on the already good quality of education.

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Setting details

Unique reference number 318974 Local authority York Inspection number 10335697 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 1 Date of previous inspection 25 June 2018

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Information about this early years setting

The childminder registered in 1995 and lives in York. She operates on Tuesdays and Wednesdays, all year round, from 7am until 5.30pm, except for family holidays.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she organises her provision. She talked about the aims for her early years foundation stage curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and the inspector discussed and evaluated children's learning experiences during activities. n The inspector spoke to the childminder at appropriate times during the inspection. n The childminder talked about leadership and management of her provision and shared relevant documents to support this discussion. n The inspector interacted with children during the inspection. She took account of parents' views from written feedback provided.

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Inspection activities

18 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

18 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

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