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 are welcomed into the childminder's home. They are keen to get involved in the activities the childminder has available for them. For example, children enjoy playing with dolls and dressing them. The childminder plays alongside children, which helps them persevere during activities. The childminder has built up strong bonds with the children in her care. Children feel safe and secure, and the childminder helps them to develop a sense of belonging.

p.2

The provision is good

The childminder provides regular opportunities for trips in the community, such as visits to the local parks and to feed the ducks. These experiences have a positive impact on children's physical development. They help children gain a better understanding of their local community and the natural world. Children learn important social skills. They acquire a good range of key skills in preparation for the next stage in their development and the eventual move on to school.

p.2

The provision is good

Children play independently and equally enjoy the company of the childminder. They are comfortable and content. The childminder sets clear boundaries and consistent routines to successfully help children to know what to do and how to behave. Care practices are good. The childminder changes children's nappies in an area that provides them with privacy from their peers.

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need to do better?

n The experienced childminder is committed to providing good-quality educational learning experiences, overall. She demonstrates a good attitude to training, which positively impacts the children in her care. For example, the childminder attends regular webinars to update her existing good knowledge and skills and to improve the outcomes for children. n The childminder supports children's language and communication development well. She talks a lot to children and narrates their play. Children have a good range of vocabulary, which the childminder adds to. n The childminder is friendly and knows the children in her care well. She observes children and finds out from their parents what their interests are. This helps the childminder to provide interesting and exciting play activities that children enjoy taking part in. However, the childminder does not consistently use this information when planning for children's learning experiences and opportunities.

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need to do better?

This does not challenge children to further build on their learning. n Children develop good independence skills. They help to tidy up and put their shoes on when getting ready to go outside. The childminder supports children to manage their self-care as they wash their hands. She interacts positively to enhance children's learning and supports them to try new things. For example, children learn how to cut vegetables such as peppers and cucumber for their

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need to do better?

4 July 2025 lunch. n The childminder develops good partnerships with parents. Parents comment that they feel their children are well cared for. The childminder verbally shares information with parents about their children's day. However, partnerships with other settings that children attend have not been established. This does not fully support the continuity of care and learning for some children. n The childminder introduces mathematical language into children's daily routines and activities. For example, children learn to recognise shapes and colours as they do puzzles. The childminder supports children to count. Children maintain focus on activities of their choosing and show emerging mathematical skills. They are working in the stages typically expected for their age. Children make good progress in relation to their starting points. n The childminder sets high expectations for children's behaviour and models this

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need to do better?

well. She is calm and gentle, which has a positive influence on children. The childminder praises children, for example when they successfully match animals to fit into a toy ark. n The childminder prepares nutritious, home-cooked meals, and children develop a positive attitude towards healthy eating. She is fully aware of children's individual needs. For example, the childminder gathers detailed information about children's intolerances and allergies. Children benefit from daily opportunities for fresh air and exercise as they play outside in the childminder's garden.

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 focus planning and teaching more sharply during planned activities to help children make rapid progress towards their individual learning goals n strengthen information-sharing with other settings that children attend and provide an even more consistent approach to supporting their learning.

p.3

Setting details

Unique reference number EY479083 Local authority North Yorkshire Inspection number 10398750 Type of provision Childminder

p.4

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 6 Date of previous inspection 7 November 2019

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Information about this early years setting

The childminder registered in 2014 and lives in the Norton area of Malton. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with assistants. The childminder provides government-funded early education.

p.4

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 completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. 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 written feedback provided. n Children spoke with the inspector during the inspection.

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Inspection activities

4 July 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 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.

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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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