Yorke, Heidi

Yorke, Heidi

Unique reference number (URN): EY371170 Address: 15 Londesborough Road, SCARBOROUGH, North Yorkshire, YO12 5AD Type: Childminder Registered with Ofsted: 25/04/2008 Registers: EYR, CCR, VCR Registered person: Yorke, Heidi

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children make excellent progress from their starting points and are capable and confident explorers. The environment is expertly planned and stimulating. The childminder and any assistants she works with provide energy and enthusiasm to encourage children to participate in a wide range of activities, and this helps them to make excellent progress in their learning. They model new skills, sitting opposite children so that they can see and copy actions such as creating noises on a xylophone.

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Achievement Strong standard

Children are very well prepared for the next stage in their development. Young children build strength in their upper body by pulling themselves up to standing, helped and encouraged by the attentive childminder and her assistants.

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Achievement Strong standard

Children eagerly engage in a wide range of purposeful activities and develop new skills as they explore resources with growing confidence. They make independent choices, revisit experiences and build on their ideas at their own pace. For example, children demonstrate increasing dexterity and concentration as they carefully transfer coloured spaghetti between containers, describing its texture and noticing changes in quantity. As a result of ongoing adaptations to provision, children sustain high levels of involvement and make strong progress in their learning and development.

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Curriculum and teaching Strong standard

The superb curriculum provides excellent and broad learning opportunities. The childminder uses her extensive knowledge of child development and adapts her teaching to meet the differing needs of children. For example, wavy lines painted on boards provide extra coordination challenges for some children as they move small vehicles along them, persevering and demonstrating great attention to detail.

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Curriculum and teaching Strong standard

Language skills are expertly supported in a range of ways, including singing familiar songs and sharing books. Children are excited as they place puppets on their fingers to represent animals that decrease in number as a song progresses. This helps them to make links between how many there are and that this represents the total number within a group. Children engage in conversations about what type of dog they would like to be. Through expertly asking relevant questions, the childminder helps children develop thinking skills and 'why' they have made a particular choice. These rich conversations support emotional wellbeing as children talk about their feelings and respect those shared by other children.

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Curriculum and teaching Strong standard

Physical development is a priority, and there are wonderful opportunities for all children. Accessing a small climbing frame, children squeal with joy as they ascend steps and slide down. The childminder takes account of the needs of disadvantaged children, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing.

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Leadership and governance Strong standard

The childminder has regular discussions with her assistants and prioritises their wellbeing and her own. She manages her own workload and that of her assistants very well, balancing completion of relevant training and researching new ways of implementing her curriculum with ensuring that this is not overwhelming.

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Leadership and governance Strong standard

The childminder has high expectations for her provision and has made recent improvements to both indoor and outdoor environments. These are in the best interests of children, particularly those who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and/or those who face other barriers to learning and/or wellbeing. She has recently introduced different textures and natural resources to the indoor provision to stimulate children's curiosity. She is highly reflective and regularly researches new ways to enhance her curriculum even further. These fresh and exciting new ideas have positive impacts on children, who have access to interesting resources. For example, she creates resources using recycled items and makes fun and challenging games that promote children's matching and counting skills.

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Leadership and governance Strong standard

The childminder is part of a local networking group where good practice ideas are shared and changes to national policy discussed. She has excellent relationships with the local authority, which also helps her to keep up to date with statutory requirements.

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Behaviour, attitudes and establishing routines Expected standard

The childminder has high expectations of behaviour and provides gentle and consistent prompts to children who fully understand what is and is not acceptable. The ages and stages of development of each child are taken into account when providing support, as well as any specific circumstances that may require adaptations to practice.

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Behaviour, attitudes and establishing routines Expected standard

Relationships with the childminder and her assistants are lovely. Children sit on their knee and snuggle in when sharing a story, and they ask for help when this is required. They participate in the same activities, sharing resources, taking turns and waiting patiently as other children have a go. The childminder and her assistants implement a wealth of strategies to help children foster positive relationships with each other. For example, children take on the responsibility of giving out snacks to other children, who respond with spontaneous thanks. This helps to foster an atmosphere of appreciation and teamwork.

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Behaviour, attitudes and establishing routines Expected standard

The childminder encourages regular and prompt attendance from children so that they gain the most out of consistently attending and forming positive relationships with each other.

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Children's welfare and wellbeing Expected standard

Care practices meet children's individual needs well, and children form secure relationships with the childminder and her assistants. The childminder and her assistants strive to help children feel valued and welcome, paying attention to small details and making adaptations that mean a great deal to children, for example offering gloves to children who don't want to feel the texture of cooked spaghetti but want to participate in the activity.

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Children's welfare and wellbeing Expected standard

Labelling different emotions and learning how to express themselves positively are a key aspect of the curriculum. The childminder and her assistants are skilled at weaving comments about feelings into their conversations and offer distractions and redirection strategies to avoid children feeling frustrated or upset. This supports children's emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Safer eating practices are well embedded, as are those providing privacy to children who are having personal care needs met. All care practices are adapted effectively to support children who face barriers to their learning or wellbeing. This protects children and creates an environment where they feel safe.

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Children's welfare and wellbeing Expected standard

Children learn to make positive choices around healthy eating, enjoying a range of different fruits at snack time. They have a wealth of opportunities to be active in both indoor and outdoor environments, developing beneficial habits that will support them in the future.

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Inclusion Expected standard

Children's developmental levels are assessed and tracked well. The childminder refers to their targets on a regular basis and updates them promptly so they remain relevant. She incorporates activities into her daily routine to help children meet individual milestones, for example cutting up spaghetti to strengthen finger muscles in preparation for writing and also encouraging children to slow down their speech to help improve its clarity. This consistent support has a significant impact upon children's progress.

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Inclusion Expected standard

Delays in children's development are identified and are shared with families, professionals and external agencies so that support has the most impact. The childminder implements robust evaluation procedures to assess the impact this is having on children's learning and makes adaptations as necessary.

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Inclusion Expected standard

Additional funds received for individual children are carefully spent on resources for those specific children. These include individual games for children to complete on their own, supporting choices and increasing their attention. Each is thoughtfully and carefully sourced and purchased.

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Inclusion Expected standard

Careful thought is given to ensure that children at different stages of development are included in activities. For example, at mealtimes, a high chair is set at a low height so that young children are part of the mealtime and at a similar height to other children. This helps to foster feelings of belonging.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are highly motivated learners who thoroughly enjoy their time in the setting. They participate in a wide range of exciting activities with great enthusiasm, for example anticipating and providing missing phrases from a familiar story with high levels of energy and pure delight.

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What it's like to be a child at this setting

The childminder and any assistants she works with are warm and caring. Relationships between them and the children are lovely. There is a wonderful atmosphere, one of inclusion, support and respect for each other. Children's uniqueness is celebrated, and their

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Inspector:

Jane Mumby needs are very well met right from the beginning when they join the setting. Children learn to form positive relationships with each other. The childminder and her assistants are skilled at promoting a lovely sense of togetherness, with everyone being valued as an integral part of this special group.

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Inspector:

The childminder and her assistants are very knowledgeable and experienced. They instil a love of learning in children through being energetic and providing stimulating activities. The environment is safe and extremely well planned. It includes resources covering different areas of learning, reflecting a broad and ambitious curriculum.

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Inspector:

Children are well prepared for the next steps in their early educational journey, developing a wonderful attitude to learning that is one of belief that they can achieve. They learn to be independent, completing many tasks for themselves, contributing to having high levels of confidence in their own abilities.

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Inspector:

The childminder takes account of children's different starting points and adapts her excellent teaching and provision to meet those diverse needs in a highly effective way.

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Inspector:

Barriers to children's learning are reduced effectively, particularly for those who are disadvantaged, those with special educational needs and/or disabilities, those known to children's social care and those who face other barriers to their learning or wellbeing.

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Next steps

The childminder should strengthen systems to identify children who may face barriers to learning and seek timely support from other professionals, helping to ensure that gaps in children's development are reduced effectively. The childminder should continue to develop well-structured routines that support children to make healthy choices and build independence in managing their own needs, promoting confidence and positive attitudes to learning.

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About this inspection

The inspector spoke with the childminder and her assistant during the inspection.

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About this inspection

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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Address:

15 Londesborough Road SCARBOROUGH North Yorkshire YO12 5AD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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