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

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The provision is good

Children are happy and well cared for in this warm and welcoming childminding setting. The childminder puts clear routines in place that help children to understand what is going to happen next. This helps children to feel secure and promotes behavioural expectations. Children form good relationships with their friends and the childminder. The childminder works in partnership with parents. Time is taken before children start at the setting to get to know their interests and care routines. She knows when children need a little extra support and their comfort items to help them settle following an unsettled night. This care supports children's health and emotional development.

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The provision is good

The childminder supports all children to make good progress in their learning and development. She plans a curriculum that focuses on supporting children's independence and self-confidence. For example, children remove their shoes and coats when they come inside and confidently wash their hands at the handwashing station. The childminder understands the importance of daily exercise and fresh air to support children's development. Children enjoy being active outside and accessing the childminder's exciting and well-resourced garden. They freely explore their environment, playing well together. Children build up their strength as they pull themselves up on climbing equipment and practise skills, such as throwing and catching balls.

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need to do better?

n The childminder is committed to developing her understanding of how children learn. She makes the most of her developing knowledge. For example, the childminder has recently completed training on giving children time to respond to questions. Continued professional development helps to ensure she delivers high-quality care and education to children. n The childminder interacts well with children to support their communication and language skills. She introduces new words and holds meaningful conversations with children. However, at times, the childminder uses different words for the youngest children. For example, for older children she uses correct words, such as 'thank you' and 'banana'. While with the youngest children she says 'ta' and 'nana'. This means children do not always hear the correct words from the beginning of their language development. n Children's listening skills are promoted during group activities. The childminder

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need to do better?

plans group activities that she knows children will enjoy. Children enjoy exploring different types of musical instruments and singing activities. However, on occasion, the childminder does not plan well enough for children to express their own preferences and make decisions for themselves. This is particularly evident when the childminder chooses songs for children to sing.

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need to do better?

4 March 2025 n The childminder supports children in their mathematical development. Children confidently use their fingers to count to four. The childminder and children discuss that the day before was the 'third' and use their fingers to count to three. They discuss the 'shape of the week'. They talk about how a circle is made up of a single curved line while a triangle has three straight lines. n Overall, children's behaviour is good. Children are encouraged to be kind and helpful. They readily tidy away toys and equipment before moving on to a different activity. The childminder has clear expectations in place. Children understand simple rules to keep themselves safe. However, on occasion, children are not supported to understand how their actions affect others, for example, when they take toys off their friends. n The childminder understands the importance of partnership working with other nurseries that children attend. She shares information and finds out what

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need to do better?

children are learning at other settings to ensure continuity in their learning. The childminder works well with the local primary school. Once a place is confirmed at the school, the childminder discusses with the teachers what skills they want children to know. This helps children to transition to school more smoothly. n The childminder engages in regular communication with parents through daily conversations and gathers feedback through the use of questionnaires. She uses meaningful observations to assess and monitor children's learning and development, which is shared with parents. Parents describe the childminder as 'wonderful' and feel that their children are doing well.

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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 use more effective strategies when speaking to all children to enhance their early vocabulary and language development n help young children to make informed choices, act independently and feel in control of their lives during group activities n build on the behaviour management strategies to further support children to understand how their behaviour can affect others.

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Setting details

Unique reference number 2713439 Local authority North Yorkshire Inspection number 10380741 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 15 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Filey. She operates her childminding provision from 7.30am to 6pm, Monday to Friday, all year round, except for 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 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.

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Inspection activities

4 March 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

4 March 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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