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 creates an inviting environment that allows children to play and explore freely. Key information is gathered from parents before children start. This helps the childminder plan a curriculum that builds on what children already know and can do. The childminder considers children's interests and preferences when planning their learning. For example, she is aware that children enjoy sensory and creative activities. She follows their interests to teach them about colours. This approach supports children's development and helps them to develop positive attitudes towards their learning.

p.2

The provision is good

Children develop close and trusting bonds with the childminder. She is passionate about offering children a calming 'home from home' that supports their emotional well-being. Children behave well. Older children automatically put away activities before selecting another. All children demonstrate that they feel safe and secure and enjoy being in the childminder's company. Young children sit close by for stories and when needing reassurance.

p.2

The provision is good

The childminder helps children to become aware of their local community. She takes them on daily outings to explore where they live. Children take trips to the beach, harbour and the abbey and visit the horses in the nearby fields. This helps them to value and appreciate their local area and the natural world.

p.2

need to do better?

n The childminder places a strong focus on promoting children's communication and language development. She speaks clearly and introduces new words. She links new words to children's existing understanding. For example, she introduces the word 'sloppy' and links it to being like a muddy puddle. This helps children to increase their language, building on what they already know. n The childminder understands the learning opportunities in children's chosen activities. Her awareness of children's next steps in their learning assists her in extending their knowledge as they play. For example, when children choose to play a fishing game, the childminder opens a discussion on what animals live in the sea and how the magnets on the fishing rods work. This helps to extend children's understanding in a meaningful way. n Early mathematical knowledge is promoted through routine play activities. The childminder uses these opportunities to count and help children to consider how

p.2

need to do better?

many objects are left if one is taken away. This helps to encourage children's interest and positive attitudes to early mathematics. n Children develop a love of books. They freely access books to look at independently or share with the childminder. The childminder regularly takes children to the library to encourage their early reading skills. She introduces

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need to do better?

18 February 2025 them to a variety of books to help them understand that information, as well as stories, can be gained from books. n Partnerships with parents are well established. Written feedback from parents report that they are very happy with their children's progress. Parents value the regular updates and appreciate the various learning experiences on offer. They state that the childminder opens her 'home and her heart to children'. However, partnerships with other settings children attend are not as strong as they could be. The childminder does not routinely find out what children are learning at other settings to inform her future planning and provide a consistent approach for children. n The childminder understands the importance of supporting children's healthy lifestyles. For example, children have fresh fruit at snack time and nutritious and balanced meals are provided each day. Children learn where food comes from as

p.2

need to do better?

they grow fruit and vegetables to enjoy while at the setting. Oral health is supported through role-play activities and discussions, and children are encouraged to drink water to keep them hydrated. n The childminder reflects on her practice and areas of development to make positive changes to support children's experiences. For example, she plans to enhance the outdoor learning environment with natural resources. The childminder completes mandatory training, such as paediatric first aid, to help to keep children safe. However, the childminder has not reflected on training needs to keep up with changes to guidance, and to inform her practice to raise the quality of education even higher.

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 strengthen partnerships with other settings that children attend, so that information about children's learning and development is shared, to promote continuity in their learning and development n strengthen professional development opportunities to ensure continued knowledge of changes to guidance, and to raise the quality of education to an even higher level.

p.3

Setting details

Unique reference number 2695511 Local authority North Yorkshire Inspection number 10380599 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2022 and lives in Whitby. She operates her childminding provision from 7.45am to 5.15pm, Tuesday to Thursday, all year round, except for bank holidays and family holidays. The childminder holds a relevant early years qualification at level 6. The childminder offers the government funded places for childcare.

p.4

Inspection activities

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 The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their written views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.4

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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