Cade, Jill Ruth

Cade, Jill Ruth

Unique reference number (URN): EY343367 Address: The Smithy, Helperthorpe, Malton, North Yorkshire, YO17 8TQ Type: Childminder Registered with Ofsted: 13/10/2006 Registers: EYR, CCR, VCR Registered person: Cade, Jill Ruth

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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 good progress during their time with the childminder. She has high expectations for what children can do and achieve. Children learn a range of skills, particularly in developing their independence and self-help skills. Children are supported to confidently use the bathroom and help themselves to tissues to wipe their noses.

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Achievement Strong standard

The childminder supports children in being ready for school. She teaches them a range of skills to prepare them for this next stage in learning. For example, when children return in from the garden, they put their boots into their own individual drawers. This helps teach children to look after their own belongings.

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Achievement Strong standard

The childminder places a focus on supporting children's communication and language. As a result, children are becoming confident communicators and can express their needs. They are confident to ask the childminder for their favourite games or when they are ready to go inside.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has high expectations for children's behaviour. She reinforces messages regularly, particularly when children find rules and boundaries difficult to follow. The childminder understands and adjusts her expectations of children's behaviour in relation to their age and stage of development. On the rare occasion when children are not kind to each other, she recognises that this can be down to a lack of communication and responds appropriately.

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Behaviour, attitudes and establishing routines Strong standard

Children have formed warm and trusting relationships with the childminder. They are confident to go to her for a cuddle, particularly younger children, as they enjoy their milk. Children are consistently supportive of one another. They treat each other with kindness and respect. Older children help younger children in their play. For example, they support babies with activities, such as fitting a range of bangles onto a pole. The childminder also teaches children to be kind and respectful to animals. She explains the importance of being kind to her family dogs.

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Behaviour, attitudes and establishing routines Strong standard

The childminder understands the value of children attending her setting. She follows up any incidents of absence appropriately and in line with her policies and procedures.

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Curriculum and teaching Strong standard

The childminder completes robust assessments to determine what children know and what she should teach them next. She has a good understanding of child development and age- related milestones. This knowledge and experience helps her to plan suitable, age- appropriate activities.

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Expected standard

The childminder supports children's communication and language skills well. She engages in meaningful discussions with them, helping them feel emotionally secure. Children develop an enjoyment of books and stories. Children visit a local library bus to borrow a range of books. They enjoy sitting with the childminder to enjoy these stories, which are read with enthusiasm.

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Expected standard

The childminder is skilled at teaching children in the moment. For example, she weaves mathematical teaching into routines and games. She uses the daily routines to teach children a range of skills. At snack time, the childminder teaches children to use tools safely, such as child-safe knives. Children enjoy a social time cutting bananas and buttering crumpets for themselves and their friends.

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Expected standard

The childminder plans activities that help children to recall their previous experiences. She uses a tablet to search for photos of snowdrops, which children have previously seen while out on a walk. This also provides children with an early introduction to technology and how the internet can be used. She observes children closely in the moment to help identify their next steps in learning. For example, the childminder recognises that some children require extra support using scissors.

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Inclusion Strong standard

The childminder works closely with parents when children first start. She identifies gaps in children's skills and knowledge. She also gathers information from settings that children have previously attended. This helps her to form a more holistic view of the child. The childminder then completes ongoing, robust and detailed assessments. She monitors these gaps in learning very closely to identify where external support may be needed.

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Inclusion Strong standard

The childminder understands how to access additional support from external agencies when necessary. She has formed positive partnerships with parents. This helps her to be able to address any developmental concerns sensitively and professionally.

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Inclusion Strong standard

The childminder continuously reviews her knowledge and skills. She seeks out training opportunities to fill these gaps. For example, the childminder has previously attended Portage training. She has also sought out training to support children who may be facing challenges in their speech and language.

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Children's welfare and wellbeing Expected standard

The childminder has formed secure and positive relationships with the children. She works with parents to support children to settle in and support children's emotional wellbeing as they move into her care. Children attend settling-in sessions before they attend for a full day. The childminder strives to create a homely environment in which children are valued as part of her family. The childminder teaches children how to manage their own personal care needs independently. Children confidently use the bathroom independently and wash their hands. Parents comment on the range of skills their children are developing.

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Children's welfare and wellbeing Expected standard

The childminder has a good understanding of a healthy diet and teaches children about what foods are healthy. She works closely with parents to help her understand children's individual needs. For example, she understands the stage of weaning for babies in her care. She then provides them with the appropriate food, such as a mixture of finger foods.

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Children's welfare and wellbeing Expected standard

The childminder ensures that all children have access to the outside. She has created a safe space in which children can explore their surroundings. However, the childminder has not fully considered how non-walking children can practise and develop all of their physical skills outdoors, in all weathers.

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Leadership and governance Expected standard

The childminder is committed to her own professional development. She regularly reflects on ways in which she can further her knowledge and skills. The childminder attends a range of training, such as supporting children with special educational needs and/or disabilities and Portage training. She also has plans in place to develop her knowledge even further to support children's communication and language.

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Leadership and governance Expected standard

The childminder regularly reflects on her own practice and provision. She seeks feedback from parents on a regular basis and has a suggestion box in which parents and older children can provide ideas for improvement. The childminder has a development plan on how to further extend the learning opportunities in the garden. However, these development plans have not yet identified areas for improvement in the outdoor provision for the youngest children.

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Leadership and governance Expected standard

The childminder had formed positive relationships with parents. She shares information with parents and with other settings that children attend.

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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 happy and safe with the childminder. They settle quickly and immerse themselves in their learning. The childminder carefully plans settling-in sessions before children start. She gathers information from parents that helps children settle in. For example, she finds out what children enjoy playing with at home. This supports children's attendance.

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

Children develop good social skills. At mealtimes, children enjoy sharing the snack among friends. The childminder models words such as 'please' and 'thank you'. She teaches children kindness and respect for each other and animals. The childminder teaches children how to take turns in games and ensures that all children have a turn.

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

Children enjoy their learning and become engaged in activities. The childminder plans activities to support children's gaps in learning and includes parents in this learning. For example, the childminder encourages children to bring in items from home of a specific colour. This is to support children's colour recognition.

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

The childminder plans a range of trips and outings to ensure that children have a vast range of experiences. She takes them on local walks to observe nature and the changing of seasons. She supports children to remember what they have seen on their walks.

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Address:

The Smithy Helperthorpe Malton North Yorkshire YO17 8TQ

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Address:

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

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Next steps

The childminder should review the outdoor learning opportunities for babies, particularly those who are not yet able to walk.

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About this inspection

The inspector spoke with the childminder and parents 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. 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. 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 .

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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