Coxon, Sarah Jane

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 feel happy, safe and secure in the childminder's home. The childminder is nurturing and welcomes children with smiles. She provides children with comfort and reassurance as they say 'goodbye' to their parents and carers. The childminder frequently engages children in conversation. For example, they discuss where meat comes from, as they explore items in the role-play kitchen. Children pretend to make visitors 'cups of coffee'. They tell visitors about the various vegetables that they have grown and eaten, such as purple broccoli and green peas. This helps children to gain an understanding of the world.

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The provision is good

The childminder plans a curriculum that provides children with a rich set of experiences. For example, she plans frequent trips to the market square and local community. Children enjoy visits to the local bakery and library. They take part in 'random acts of kindness' week and take gifts to people in the local area with the childminder. This helps children to develop a good understanding of how to be kind and respectful to others. The childminder promotes children's knowledge of how to develop positive relationships. When children struggle to share, the childminder gently reminds them how taking toys from others might make them feel. She has high expectations for children's behaviour.

p.2

The provision is good

Children learn to develop confidence with their self-help skills. For example, the childminder helps children to cut up their own fruit and to wash their hands before mealtimes. She plans activities to help children to understand about the importance of good oral health. Children develop strong foundations in their self-care skills and understanding of good hygiene routines.

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need to do better?

n The childminder supports the development of children's communication and language skills effectively. She talks to children about their activities and asks questions to encourage them to respond. When children are pretending to feed their caterpillar, the childminder repeats words such as 'strawberry' and 'cocoon'. Children build a broad vocabulary and use new language in their imaginative play. n The childminder has established very positive relationships with parents. They speak highly of the childminder and the welcoming environment that she provides. The childminder regularly shares information with parents about their children's learning and development. For example, she uses online messaging and verbal daily communication to keep parents up to date. n The childminder provides children with activities that help them to build strong mathematical skills. She encourages children to count pieces of fruit at snack

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need to do better?

time. Children count pieces of pizza as they play in the role-play kitchen.

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need to do better?

12 March 2025 Children demonstrate positive attitudes to their learning as they talk about how many millilitres of water there are in a drink bottle. n The childminder gathers detailed information from parents about their children's interests, allergies and abilities before they start. This information helps the childminder to provide high-quality care, along with an engaging and ambitious curriculum. She tailors settling-in sessions to families' needs. The childminder regularly reviews children's progress and identifies what they need to learn next. n Children enjoy a good range of activities. For instance, older children attentively listen to stories. Younger children confidently explore role-play resources. However, at times, the childminder does not recognise moments when children's learning can be extended. This means that, on occasion, children do not receive teaching that further secures their knowledge and understanding.

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need to do better?

n The childminder has a positive attitude to her continued professional development. She regularly attends training and works closely with other childminders in the local area. As a result, she gains knowledge and new ideas, which helps to develop her practice further. The childminder plans to enhance her understanding of supporting children with special educational needs and/or disabilities even further. n The childminder provides toys and resources that she knows children enjoy playing with. For example, children enthusiastically search for 'rubbish' to put in their dustbin wagon. However, the organisation of the learning environment makes it difficult for children to access resources independently. This limits children's opportunities to make their own choices in their play. n The childminder plans activities to develop children's physical skills and understanding of the world. For example, children explore the mud kitchen in

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need to do better?

the childminder's garden. They benefit from trips to local parks and gardens. Overall, activities support all children's progress, including those in receipt of funding, across the seven areas of learning.

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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 make better use of learning opportunities to extend children's knowledge and understanding further n review the organisation of the learning environment to enable children to make choices in their play and access resources independently.

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Setting details

Unique reference number EY431764 Local authority North Yorkshire Inspection number 10375747 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 19 Date of previous inspection 1 May 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Helmsley. She operates all year round, from 8am to 5.30pm, on Mondays, Tuesdays, Wednesdays and Fridays, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and the children. She 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 verbal and written feedback provided.

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Inspection activities

12 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

12 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

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