Childminder in York

Inspection date

Previous inspection date 9 January 2017 Not applicable

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 Children make good progress from their starting points. Well organised and detailed observations are reflected in the childminder's planning. She monitors children's progress well and shares their files with parents successfully.  Children are motivated and engaged during activities. There is a warm, welcoming and stimulating learning environment provided. This helps children to be interested and enthusiastic in their play and inspires their curiosity and imaginations.  Children are well behaved and make good relationships. They settle quickly and clearly enjoy their time in the setting. Children feel comfortable and secure with the childminder, who provides a relaxed and calm environment.  The childminder is well qualified and fully committed to her role. She has the knowledge, understanding and experience of working within the early years foundation stage. She attends regular training to enhance her knowledge further and uses this to

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This provision is good

good effect.  Children benefit from a wide range of play materials to support their learning and development. High regard is given to supporting children's language skills and mathematical concepts.

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It is not yet outstanding because:

 The childminder identifies many next steps for children's learning, however, these are occasionally not focused and precise enough to challenge them.  The childminder provides parents with a wealth of information about her provision. She is less successful in engaging all parents in her self-evaluation to drive developments to the highest level.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 focus the next steps in children's individual learning even more precisely and continually challenge them  explore further ways of engaging parents in the self-evaluation process and gain a broader view of strengths and areas for improvement.

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Inspection activities

 The inspector observed the childminder's interaction with the children and spoke to the childminder throughout the inspection.  The inspector had a tour of the areas used for childminding. She also completed a joint observation of an activity with the childminder and assessed the impact this had on children's learning.  The inspector checked evidence of the childminder's qualifications and training certificates, including evidence of the childminder's suitability and the suitability of all people living on the premises.  The inspector looked at the childminder's self-evaluation form and a selection of risk assessments and policy documents, including the safeguarding policy and procedures.  The inspector looked at the childminder's planning documentation, children's learning and development files and children's assessment records.  The inspector took account of the views of parents spoken with on the day of

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has completed safeguarding training. She understands the local safeguarding procedures to follow if she has any concerns regarding a child's welfare. The childminder completes risk assessments for her home. She supervises children well and minimises possible risks to them. The childminder has a good range of policies and procedures. She shares this with parents to help inform them of her safety and welfare measures. This helps to keep children safe at all times. Overall, partnerships with parents are good. The childminder reflects on her provision and acts on her own findings to strengthen her practice for the benefit of the children in her care. She understands about supporting children's moves on to the next stage in their education, such as school or nursery.

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Quality of teaching, learning and assessment is good

The qualified childminder's teaching is good. Her interactions with children are skilful and support their learning. She narrates what they are doing, modelling language and promoting vocabulary. This effectively helps support children to develop their personal, social and emotional skills and enhances their communication and language development. Children enjoy playing with a wide range of materials. Overall, they solve problems and enjoy fitting blocks together, persevering as they carefully line these up. The childminder links this to previous learning and builds on children's mathematical skills. Children explore a play dough activity for a prolonged period of time. They concentrate well and are focused in their play.

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Personal development, behaviour and welfare are good

The childminder gathers information from parents about children on entry. She uses this information well to help children settle easily into her care. The childminder is a positive role model. She encourages children to share and take turns. Children are polite, well mannered and respectful towards others. They enjoy making choices and the childminder uses praise and encouragement effectively. The childminder ensures children are fully supported to develop good health and hygiene practices. Children develop their exploration and investigation skills, for example, as they feel, smell and touch different fruits. Children use a range of tools and equipment with increasing control and coordination. This helps support their physical development well.

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Outcomes for children are good

Children make good progress and are working within the expected levels for their age. They are becoming successful learners and confident individuals. Children are active in their play and seek out others to share their experiences. They form secure attachments and bonds which promote their well-being and independence. Children show a willingness to try and really enjoy the activities provided. They have good imaginative skills and use a wide range of props and resources to support their role play. They demonstrate a positive attitude to learning. Children behave well. They listen and follow instructions. Children are acquiring the key skills required for their next stage in learning and school.

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Setting details

Unique reference number EY480243 Local authority York Inspection number 985784 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She provides funded early education for three- and four-year-old children.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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