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 Good

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The provision is good

Children thrive in the childminder's very stimulating and well-resourced environment. The childminder ensures that children's favourite resources are in place for their arrival. This enables children's learning to begin from the moment they enter the childminder's home. It also helps children to feel valued and develop their emotional well-being. Children are very confident and self-assured. They happily welcome visitors to the childminder's home. Children talk animatedly about their play, inviting the visitor to join in.

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The provision is good

The childminder knows children very well. She puts children's interests and well- being at the very heart of everything she does. The childminder provides children with a wealth of learning experiences. She plans a curriculum to enhance the skills and abilities children already have. This enables children to move confidently forward to the next phases of their learning. For example, in preparation for school, the childminder and any assistants she works with walk the school route with children. They teach children how to look for vehicles and how to cross the road safely.

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The provision is good

Children behave very well. Older children happily welcome younger children into their play. They willingly share resources and tell younger children what is happening. This helps children to develop their turn-taking skills and to build positive relationships with each other.

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need to do better?

n The childminder knows to talk slowly and clearly to children, to give them time to respond and use the correct pronunciation of words. She consistently uses language for thinking and encourages children to make choices. For example, the childminder helps children to solve problems when they find it difficult to push vehicles through a tray of oats. n Children have many opportunities to develop their physical skills. They learn to manoeuvre across different levels and surfaces. Younger children learn how to climb steps. With encouragement from the childminder, they work out how to raise their hands upwards and hold on to the rails before moving their legs. n The childminder wants children to be independent. She provides frequent praise, which gives children the confidence to develop resilience and determination to complete tasks for themselves. For example, at lunchtime, younger children's faces show the pleasure and pride they feel as the childminder compliments

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need to do better?

them on using cutlery rather than their fingers. n The childminder is very skilled at anticipating children's needs. For example, she recognises a change in children's body language which indicates children need to use the toilet. This further develops children's confidence and gives them the

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need to do better?

22 May 2025 assurance they are respected and valued in the childminder's care. n Parents and carers are very complimentary about the service the childminder and any assistants she works with provide. They say the childminder's environment is like 'a home away from home'. Parents praise the standards of care and education their children receive. They appreciate that the childminder is constantly looking for ways to improve her provision. n The childminder offers children many opportunities to practise and enhance their mark-making skills. Outside, children use chalks to draw on the ground. They learn about evaporation as they use brushes and water, and watch the water disappear in the heat. Children proudly discuss the content of the pictures they have drawn with other children and adults. n The childminder and any assistants she works with consistently reflect on their practice and what they offer children. They recognise children's individual likes

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need to do better?

and dislikes, and rotate resources to fit children's changing interests. This helps to develop children's concentration skills and increase the length of time children engage at individual activities. n The childminder takes her responsibilities of working with assistants very seriously. She ensures all mandatory qualifications, such as first aid, for herself and any assistants she works with are up to date. The childminder is keen to progress her own knowledge and intends to maintain a regular programme of professional development for herself and any assistants she works with. n The childminder brings mathematical language into children's play. For example, at lunchtime, they discuss if children will sit opposite each other or side by side. However, the childminder does not consistently bring numbers and counting into everyday routines and activities to support children's mathematical understanding further.

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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 interest first.

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should:

n make better use of activities and routines to further develop children's understanding of numbers and counting.

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Setting details

Unique reference number EY419219 Local authority North Yorkshire Inspection number 10388403 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 12 Number of children on roll 12 Date of previous inspection 10 July 2019

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Information about this early years setting

The childminder registered in 2010 and lives in Richmond, North Yorkshire. She works with assistants and operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 4. She offers government funded places for childcare.

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Inspection activities

n The childminder spoke to the inspector about children's learning and development and how she delivers her educational programme. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. n Key documents were looked at by the inspector. n The written views of parents were taken into account.

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Inspection activities

22 May 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

22 May 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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