Coull, Melanie

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

p.1

The provision is good

Children develop strong bonds with this warm and caring childminder. Her calm manner helps to create an inviting and secure environment. Children are happy and demonstrate how safe and confident they feel in the childminder's care. For example, they independently explore and select the resources they would like to play with. The childminder has developed an effective curriculum. She assesses children's learning and plans activities that are specifically linked to their interests. Children have fun and enjoy their play and learning. For example, they thoroughly enjoy role play as they pretend to make ice creams in their pretend parlour. Children engage in conversations with visitors and ask them what flavour ice cream they would like.

p.2

The provision is good

The childminder promotes children's independence very well. For instance, older children help to tidy up the toys after they finish playing. They independently put on their coats and boots to go out to play. Younger children try hard to do this too. The childminder is a good role model and has high expectations. Children's behaviour is good, and they are kind towards each other. For example, older children help younger children to dress the baby dolls when they are struggling. This helps to create a calm learning environment in which all children make good progress.

p.2

need to do better?

n The childminder supports children's language development effectively. She speaks clearly and listens to what children have to say. The childminder promotes the use of a broad vocabulary. She supports children to express themselves and listen to others effectively. This helps children to develop the confidence to talk to each other and to adults. n Overall, the childminder plans a broad curriculum to support children to develop new knowledge and skills. She offers a mix of adult-led and child-initiated play. The childminder has a good overview of where children are in their learning and development. However, occasionally, during planned adult-led activities, the childminder does not identify clear learning objectives to focus her teaching more precisely on what children need to learn next. n The childminder ensures that there are lots of opportunities for children to read books and listen to familiar stories. Children recall regularly visiting the library

p.2

need to do better?

and talk excitedly about how next time, they will choose a book about hamsters. This helps to develop children's early reading skills and promotes a love of books. n Children begin to develop an understanding of mathematical concepts. For example, they concentrate as they fill containers of different sizes with sand and water in the childminder's large garden. However, the childminder does not

p.2

need to do better?

24 March 2025 consistently plan opportunities to extend and embed children's mathematical learning, for example, around shapes, counting, volume and size. n Children benefit from a range of experiences and knowledge of the wider world. For example, they enjoy trips to local playgroups, where they play with other children. The childminder takes children on nature walks to look at flowers, which they later use in activities. They visit the local park and shops. This fosters children's social skills and promotes an awareness of the community they live in. n The childminder encourages children to try different fruits as they sit together at snack time. This helps children to understand about healthy food choices. The childminder ensures that lunch boxes that parents and carers provide are nutritious and balanced, offering advice to parents if needed. Children begin to learn about healthy practices, such as washing their hands before eating. This

p.2

need to do better?

supports children to develop a healthy lifestyle. n Partnerships with parents are good. Parents speak warmly of the childminder and of the quality of service she provides. They appreciate the regular updates the childminder provides on their child's progress. The childminder shares ideas and suggestions on how parents can support their child's learning at home. She signposts parents to other professionals when children may need extra support to reach their full potential. This helps to ensure a consistent approach to children's learning and development. n The childminder is committed to her professional development. She completes all statutory training, such as paediatric first aid, and has undertaken training on patterns of children's behaviour and play, known as schemas. She regularly reads information online and discusses good practice ideas with other childminders. This supports her to provide good-quality care and education.

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 opportunities for children to develop their understanding of early mathematics through their play to enhance children's knowledge of shapes, counting, volume and size n review and strengthen the planning of adult-led activities to focus more precisely on what children need to learn next.

p.3

Setting details

Unique reference number EY547443 Local authority North Yorkshire Inspection number 10375936 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 4 Date of previous inspection 9 May 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Catterick Garrison. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She provides government funded childcare.

p.4

Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The children spoke to the inspector about what they enjoy doing while with the childminder. n Parents shared their 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

24 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.

p.4

Inspection activities

24 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6