Childminder in North YorkshireOfsted report card, 22 Sept 2026

Childminder

Unique reference number (URN): 2816755 Registered with Ofsted: 09/01/2025 Registers: EYR, CCR, VCR

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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

All children, including those with special educational needs and/or disabilities (SEND), achieve well across all areas of learning. Children communicate their needs and wishes exceptionally well. They use an increasingly wide vocabulary during play and daily routines, such as mealtimes, story and song times.

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Achievement Strong standard

Children learn to listen to instructions and stories and respond appropriately. They are confident to express their ideas in familiar contexts, for example, catching bubbles in a plastic teapot instead of their hands. Children develop secure early mathematical understanding and language. They compare sizes and colours of trucks and autumn leaves, and learn about capacity with water bottles in the 'hydration station'.

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Achievement Strong standard

Children, including those with SEND, make rapid progress from their starting points. They show high levels of motivation and confidence. Children develop the communication, physical and social skills they need for the next stage in their future learning.

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Behaviour, attitudes and establishing routines Strong standard

This calm and nurturing childminder creates a wonderfully supportive environment where high expectations and kindness are deeply embedded. She gives children the time, guidance and encouragement they need in all instances, for example, as they make positive decisions. These choices are consistently respected, along with children's feelings. The childminder helps all children, including those with any identified delay, to learn to play cooperatively. She helps them name and understand their emotions as they learn to share and take turns. Children are very happy, confident and thoroughly enjoy their time together, as the childminder consistently role models how to treat each other with care and consideration.

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Behaviour, attitudes and establishing routines Strong standard

Children form extremely positive relationships and enjoy playing alongside others of different ages and abilities. They behave extremely well, supported by the childminder's clear expectations and consistent boundaries. The childminder empowers children to take responsibility and play an active role in routines. She ensures her daily routines help children and babies to feel secure and understand what will happen next. For example, children know that on returning from the garden, and washing their hands, they have a snack and a drink of fresh water.

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Behaviour, attitudes and establishing routines Strong standard

The childminder promotes regular and punctual attendance so children can benefit fully from the learning opportunities she carefully plans for each child, including those with special educational needs and/or disabilities. Families receive a very warm welcome, and the childminder supports each child to settle quickly, helping to build their confidence and self- esteem.

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Children's welfare and wellbeing Strong standard

Children's wellbeing and safety are central to everything the childminder does. The childminder is especially nurturing and forms extremely close bonds with children and their families. All children, including those with any barriers to learning, thoroughly enjoy the time they spend in this friendly and wholly supportive environment. They are very happy and behave extremely well.

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Children's welfare and wellbeing Strong standard

The childminder treats every child as unique. She ensures each child thrives as they develop essential skills for future learning. The childminder is a warm, positive role model. She consistently, and gently, helps children understand how to behave, and her rules and boundaries help keep everybody safe and happy. Children learn to listen to adults and follow simple instructions in a large group at the weekly visits she plans to help children learn and care about the local community. This helps them build tolerance and respect for others' views.

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Children's welfare and wellbeing Strong standard

The childminder consistently helps children learn how to remain safe and healthy very effectively. She helps them develop independence in self-care tasks, including handwashing and managing simple personal routines. For example, even younger children put their used towels in the laundry basket and put their shoes away, as a pair, on their named shoe tray. The childminder uses her excellent teaching skills to encourage the benefits of a healthy lifestyle at every opportunity. For example, children know that good food and water help their bodies and teeth stay healthy and strong.

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Curriculum and teaching Strong standard

The childminder's curriculum is ambitious for all children. Her teaching is highly effective. The childminder has a superb understanding of how children learn and shares these skills very successfully with any assistants that work with children. The childminder assesses children's progress accurately from when they start and makes exceptional use of parents' knowledge about their children. She takes account of children's developmental stage and personal interests to plan meticulously for their learning needs and to close any gaps. Children benefit from long periods of uninterrupted time to play and experiment. They remain focused on activities that repeatedly challenge them to learn a new skill. For example, they determinedly try to cut their own bananas with safety knives, and small toddler choppers, and are praised for their perseverance and success. Children gain excellent early mathematics and literacy skills for their age and abilities.

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Curriculum and teaching Strong standard

The childminder uses superb commentary during routines and as children play. She models language very well and challenges children's thinking while introducing new words. This language-rich environment means children's spoken language, thinking and imaginative skills exceed expected levels of learning for their age and stage of development.

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Curriculum and teaching Strong standard

The childminder provides an inclusive curriculum that meets the needs of all children very effectively. For example, she continuously adapts the children's learning experiences in response to their engagement, progress and individual needs, including children with special educational needs and/or disabilities and those with other barriers for learning.

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Inclusion Strong standard

The childminder works extremely closely with parents to understand children's individual needs, including those of children with special educational needs and/or disabilities (SEND) or other barriers to learning. Her curriculum builds on what children know and can do, and she adapts her provision to reflect their needs and interests. Children's progress is assessed meticulously through ongoing observations. These are shared with parents, health visitors and any relevant professionals, such as the local authority area special needs adviser or speech and language therapists. The childminder understands how to apply for additional funding to support children's individual outcomes.

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Inclusion Strong standard

The childminder's strong knowledge of child development means she reflects deeply on the care and needs of individual children. This helps her plan very effectively for each child's progress. For example, changes made to the garden area since her registration have significantly improved children's outcomes in all areas of learning, in particular communication and language and physical skills.

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Inclusion Strong standard

All children, including those with SEND, fully embrace the benefits of outdoor learning and demonstrate an excellent understanding of how to manage risks. For example, they know to be careful with the bubble mixture they are pouring into the bubble machine, to make sure it does not fall into younger children's faces. Children's self-esteem and independence skills are consistently nurtured.

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Leadership and governance Strong standard

The childminder is constantly reflecting on the service she provides to further enhance outcomes for children. She values the support of any assistants that work with her and ensures they feel listened to and supported. The childminder takes account of changes in the context of the setting and recognises the changing needs of her children and families. She continues to research and build on her child development expertise, with webinars and online articles, and reflects on what this means for her children. For example, she understands communication is key and supports children's early language development through lots of familiar songs and rhymes, as well as others that she has created based on everyday routines. The outcome of this is very cheerful, independent children and babies who are keen to become highly confident communicators.

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Leadership and governance Strong standard

The childminder is always listening and encouraging children's ideas to help develop critical- thinking skills for problem-solving. She combines number rhymes and songs with mathematics and science discussions throughout activities. Children of all ages and abilities are clearly inspired and excited to learn. This helps them become very determined problem solvers. Children develop a thirst for learning and really enjoy leading their own play and exploration. The childminder is actively making a positive and measurable difference to the learning, development and wellbeing of early years children.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. The childminder communicates consistently and effectively with parents and carers. She works collaboratively with outside professionals and parents to put in place effective strategies that have a positive impact for children, especially those with special educational needs and/or disabilities.

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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 form very positive, caring relationships with the childminder that are built around respect and trust. Children learn to be extremely confident and embrace new experiences, as well as embedded routines, that help get them ready to move on to school.

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

All children, including those who face barriers to learning, arrive feeling happy, safe and excited, ready to explore the stimulating home-from-home environment the childminder

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Inspector:

Jan Harvey creates. Children settle quickly because the childminder builds trusting partnerships with parents right from the start, through regular visits and shared reviews of children's development and routines. Children's attendance is consistently high. They are motivated and are extremely kind, confident and independent. For instance, older children riding on diggers in the garden check they are not driving too near their friends. Younger children look to older peers as positive role models, which supports cooperative play and turn-taking.

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Inspector:

Children explore physical activity and creativity through imaginative play, which they approach with energy and enthusiasm. For instance, they pretend to be autumn leaves falling from a tree. They sing and move to favourite rhymes and songs and join in stories with familiar phrases they remember and shout out with gusto. The childminder enhances the curriculum with well-planned outdoor learning, local community visits and small-group activities that build on children's prior knowledge and strengthen their confidence and curiosity. For example, children regularly attend local childminding groups where they learn to play cooperatively in larger groups, ready for school.

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Inspector:

The childminder uses secure, well-embedded strategies, including signing and visual supports to strengthen understanding and inclusion. For example, children benefit from many outings to community groups where they finish each session with a wonderful 'song and sign' session for all the children present. Children show remarkable progress in their communication, physical and social skills. They manage their self-care extremely well and gain an excellent awareness of how to stay healthy and safe.

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Next steps

The childminder should sustain her work to ensure continued improvement to maintain her high standards. She should focus on sharing her strong practice with other childminders to make a wider significant impact on the welfare and wellbeing of children.

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About this inspection

The inspector spoke with the childminder, her assistant and children 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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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

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

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