Childminder 2737861

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

p.1

The provision is outstanding

All children thrive exceptionally well in this childminder's care and home. Babies are extremely comfortable, displaying strong and secure attachments to the childminder. They seek reassurance when needed, feel very much at ease sitting on the childminder's knee and enjoy engaging in a wonderful array of activities and experiences offered. Older children mimic the highly caring approach the childminder displays. They celebrate their love of books as they read to younger children, pointing to illustrations. Children develop a very strong sense of positive emotional health and well-being. They feel, and are kept, very safe and secure.

p.2

The provision is outstanding

The setting is extremely warm and inviting, and the childminder's patience is a strength. Children learn to be kind and respectful to one another, irrespective of their diverse lifestyles and backgrounds. They all get along very amicably together, such as while making tomato soup in the home kitchen. They eagerly discuss the names of vegetables they have grown in their allotments. Children are curious learners, and they explore with imagination and ore. The learning environment supports children to play with purpose and intent, both indoors and outdoors. They receive a very positive start to their education journey.

p.2

The provision is outstanding

High-quality play experiences are carefully planned and skilfully adapted to reflect children's varying interests, needs and backgrounds. For example, following children's interest in farms and animals, children learn about a wide variety of animals in different surroundings, such as mud, water, grass and indoor stables. Through a highly focused, coherent and sequential curriculum plan, the childminder ensures that all children are able to build their skills and knowledge effectively. Children become equipped with skills they need for future learning and are well prepared for their move to school as a result.

p.2

need to do better?

n The curriculum is very skilfully planned and well adapted to be appropriately challenging for children's varying needs in all areas of learning. For example, children are supported to successfully build their physical skills from being immobile to walking, running and climbing stairs independently. Children are very well supported to achieve their learning goals across the curriculum through a wide range of play opportunities. Children make excellent progress as a result. n High-quality interactions between the childminder and the children ensure that children stay focused and totally engrossed in learning. For example, during a Goldilocks themed activity, while scooping and pouring porridge oats, the childminder skilfully weaves mathematical language, such as 'little', 'medium' and 'big', into children's play and learning. Children watch with much delight and listen with intent. Children are given opportunities to acquire and practise their

p.2

need to do better?

18 August 2025 skills while learning how to use comparative language. n The childminder ensures that children quickly develop a good understanding of the setting's clear boundaries. Expectations of the behaviour of all children are consistently high, and children behave exceptionally well. They show respect for the childminder's home, such as the toys. They listen and promptly respond when the childminder reminds them to play with soft 'kind hands'. Children learn to share resources well. For example, they build with blocks cooperatively. n Children are provided with lots of opportunities to learn through child-led play. At these times, the childminder ensures that children remain highly motivated. Similarly, children eagerly seek out interaction with others. Together, children investigate dinosaur swamps, sand pits and mud kitchens. In the garden, they offer jugs of water and fresh fruits to others with much enthusiasm. Children are

p.2

need to do better?

eager to have a go and to learn how to take appropriate risks, such as when problem solving. They show much resilience and great perseverance. This, along with the childminder's highly effective support and encouragement, helps to ensure that all children achieve the desired outcomes. n The childminder skilfully promotes children's learning by making sure their particular preferences for play are readily accessible. They choose to play with resources that interest them deeply, such as building and creating structures with magnetic blocks. They learn to think critically, for example, by using their own ideas when creating castles and buildings around farm animals. Children make connections and show a great sense of achievement in their work. n Children display consistently high levels of independence. They anticipate the setting's routines, displaying a sense of comfort in knowing what is next. Older

p.3

need to do better?

children know how to appropriately dress themselves for outdoor play, such as putting on sun hats and shoes. Children cooperate well with care routines and are learning to understand the importance of keeping themselves clean. Similarly, at lunchtime, children can identify the healthy contents within their lunch boxes, acknowledging, for example, their favourite fruits. Their understanding of the importance a healthy lifestyle is well developed. n Partnerships with parents are very effective. Parents describe the childminder as 'professional' and 'caring'. They receive regular updates on their child's progress. The childminder ensures that parents are fully involved in children's learning, offering timely support to families, including making referrals to external professionals when additional help is needed. The childminder ensures that her support closely reflects the particular needs of each family. This, in turn, has a

p.3

need to do better?

very positive impact on the continuity of children's care and learning.

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 2737861 Local authority North Yorkshire Inspection number 10399935 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 6 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2023. She lives in the South Milford area of Selby. The childminder is open Monday to Friday, from 7.30am to 5.30pm, all year round, except for family holidays. The childminder holds a relevant qualification at level 3.

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 the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development. n Children spoke with the inspector during the inspection. n 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 was having on children's learning. n The childminder and the inspector discussed how the curriculum has been implemented and the impact that this has had on children's learning. 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

18 August 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