Childminder EY466886

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 benefit from a warm, caring and inclusive environment where they feel safe, valued and emotionally secure. The childminder builds strong relationships with each child, taking time to understand their individual needs and interests. As a result, children settle quickly and show high levels of well-being and engagement. Children are confident to explore, make choices and express themselves, knowing their ideas are listened to and respected. Babies are given lots of quality time and affection, and older children benefit from one-to-one interactions to support their learning. All children make good progress in their learning.

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The provision is good

The childminder provides a well-planned and sequenced curriculum that supports children's development across all areas of learning. Physical development is promoted well. Babies are given plenty of time and sensitive encouragement to crawl and develop their physical skills. Older children build strength, balance and coordination as they play on climbing frames. Additionally, communication in language is supported effectively through stories, which is fostering a love of reading. Children enjoy a range of books, which they look at independently. The childminder provides regular opportunities for children to revisit their learning, helping them to consolidate and extend their understanding. Children also experience a range of meaningful experiences, including outings in the community, which help them learn about road safety and understand their place in the world.

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The provision is good

The childminder sets good behaviour expectations for the children and is a positive role model. She encourages kindness and respect, which children demonstrate in their behaviour. This helps to provide a calm and inclusive learning environment.

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need to do better?

n The childminder delivers a well-sequenced and ambitious curriculum that supports children's development across all areas of learning. Communication and language are carefully tailored to suit children's ages and abilities. For example, the childminder uses relevant, simple sign language to help children understand their daily routine. n The childminder uses her secure knowledge of child development to plan purposeful activities. Older children are taught about the natural environment and given an understanding of the changing seasons through real-world experiences. They show an interest in the ducks in the garden and play with natural resources gathered from the local community. n Children are confident and motivated to take part in activities, showing pride in their achievements, such as creating artwork. They make links to what they know and have learned previously. However, at times, interactions with older

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need to do better?

children do not fully extend their curiosity or deepen their thinking. The

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need to do better?

25 September 2025 childminder occasionally misses opportunities to build on children's interests, such as when they share their own ideas or observations during play. Additionally, some transitions between routines lead to older children being less engaged in purposeful learning. n Children are engaged in their play and demonstrate a love of learning. This is supported by sensitive interactions and effective teaching strategies. The childminder knows the children well and understands what they need to learn next. For example, when teaching counting, the childminder models the process and allows time for the child to think and respond to an appropriate level of challenge. Children are also given regular opportunities to revisit their learning and are sensitively supported to correct misconceptions. n Although the childminder provides an environment that supports children's learning well, there are opportunities to further enhance the provision to support

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need to do better?

older children in their development. For example, children do not always have the best opportunities for independent learning when not being engaged by the childminder. n Children's personal development is well supported. The childminder forms strong, nurturing relationships with children and their families, which helps children feel safe and valued. Children are encouraged to make choices and express themselves, fostering self-esteem. n The childminder demonstrates a commitment to professional development. She has recently accessed formal training to improve her knowledge around children with special educational needs and/or disabilities. Effective collaboration with parents and professionals informs specific strategies implemented in the setting, such as using picture cards to support communication and making choices. The childminder reflects on her practice effectively to ensure safeguarding procedures are robust and there is effective observation, assessment and

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need to do better?

planning in place to support children's development.

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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 interests first.

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should:

n reflect on and develop the play environment so that children can access rich, independent learning opportunities at all times n enhance interactions and routines to extend older children's curiosity and keep them engaged in purposeful learning.

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Setting details

Unique reference number EY466886 Local authority North Yorkshire Inspection number 10399197 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 9 Date of previous inspection 22 November 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Pickering, North Yorkshire. She operates all year round, Monday to Friday, from 8am until 6pm, with the exception of bank holidays and family holidays. The childminder has a relevant childcare qualification at level 3. She employs one assistant who works with her occasionally.

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Inspection activities

n The childminder discussed her curriculum intentions with the inspector during the learning walk. n Parents and carers shared their views of the setting with the inspector. n The inspector observed the childminder in her interactions with children. n The childminder and inspector held discussions at appropriate moments. n The inspector observed children in play.

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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.

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Inspection activities

25 September 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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