Butler, Sarah Helen

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Good

p.1

The provision is outstanding

Children thrive in this warm, inspiring and exceptionally well-organised setting. Strong, trusting relationships are at the heart of the provision. Children are confident, secure and emotionally nurtured, showing high levels of independence and cooperation in their play. The setting is thoughtfully organised to reflect children's interests and promote a sense of wonder. The childminder has designed a rich and ambitious curriculum that is tailored precisely to each child's unique development. All children, including children with special educational needs and/or disabilities, make exceptional progress from their starting points. Creativity and cultural capital are expertly woven into daily practice. For example, children participate in professional artist-led workshops, explore different countries through food and learn traditional dances in weekly sessions. These experiences build children's confidence and broaden their view of the world.

p.2

The provision is outstanding

The outdoor provision is exceptional. Children spend much of the day outside, with seamless access to both a purpose-built garden and a magical woodland area. Every experience is purposeful. Children grow their own produce and proudly harvest ingredients to prepare meals together, such as beetroot, which they use to make a fresh salad for lunch. The childminder and any assistants she works with are calm, respectful and nurturing role models. Children's behaviour is exceptional. Even the youngest children show remarkable kindness and consideration, such as asking their friends if they have finished before clearing away their plates.

p.2

need to do better?

n The childminder skilfully promotes children's communication and language. A bespoke programme to support early speech development is delivered weekly and accessed by all children. Adults model ambitious vocabulary throughout the day, and children use words such as 'chrysalis' in context. This means children confidently articulate their thoughts and engage in thoughtful, expressive conversations. n Books are woven through every aspect of the day. Children confidently recall authors, retelling plots and linking stories to real-life experiences. For example, during a shared reading of a story about a caterpillar, a child recalls another book by the same author. This means children develop a deep love of reading and story structure from an early age. n Children display consistently high levels of independence. They manage personal care routines, select and prepare food, tidy up after themselves and help one

p.2

need to do better?

another without prompting. For example, children confidently fetch their own shoes, assist their friends in finding theirs and independently dry dishes using tea towels after meals. This means children develop confidence, responsibility and empathy in their interactions.

p.2

need to do better?

3 July 2025 n Mathematics is embedded meaningfully across the curriculum. Children use real measures, such as pouring '1 cm' of water during snack times and lunchtimes, and apply ordinal numbers through everyday routines. For example, when sharing scones, one child asks, 'Who would like the second one?' This means children develop secure early numeracy and problem-solving skills through practical, purposeful activity. n Learning in the natural environment is inspirational. Children's imaginations flourish as they turn branches into giraffes, climb trees, build dens and collect sticks. Adults skilfully extend these moments into rich discussions about wildlife, habitats and the wider world. This means children develop awe, curiosity and a deep respect for nature through imaginative, real-world exploration. n Physical development is expertly supported. Children climb, balance, carry, dig and walk for extended distances each day. Indoors, they practise fine motor

p.2

need to do better?

control through cooking, mark making and brushing toy animals' teeth as part of a two-minute oral hygiene routine. This means children gain strength, coordination and independence through real-life tasks. n Partnership with parents is a clear strength. Families contribute ideas for planning, receive regular updates on their child's progress, and describe the setting as nurturing, professional and transformational. This means children's learning is extended at home and that families feel deeply valued. n The childminder is highly reflective and passionate about continual improvement. She engages in high-quality training and professional networks, and she applies new knowledge with purpose. Any assistants she works with are well supported and included in professional development, ensuring consistency across the team. Adults share aligned expectations and interact with children in warm, respectful and responsive ways. This means children are taught with insight and care by a

p.3

need to do better?

cohesive team that shares a unified pedagogical approach.

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

Setting details

Unique reference number EY330641 Local authority North Yorkshire Inspection number 10398866 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 12 Date of previous inspection 13 November 2019

p.4

Information about this early years setting

The childminder registered in 2006 and lives in Richmond. She employs an assistant. The childminder operates from 7.45am to 5.30pm, Monday to Thursday, term time only. She currently provides funded places for children from the ages of nine months to four years.

p.4

Inspection activities

n The childminder showed the inspector 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 early years foundation stage curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n The childminder and the inspector carried out a joint observation. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on the children's learning. n Parents shared their written views of the setting with the inspector.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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.5

Inspection activities

3 July 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