Childminder in York

Inspection date

Previous inspection date 7 June 2018 11 December 2014

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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 develop good relationships with the childminder, who is kind, caring and patient when supporting their emotional needs. Children actively involve her in their play and benefit from her positive praise and encouragement as they attempt new tasks.  The childminder has a good understanding of how children learn and develop. She provides children with activities that interest and excite them. This helps all children to make good progress in their learning.  The childminder is a positive role model and sets clear, age-appropriate boundaries. She gently reminds children to use good manners, share and take turns. This helps children to develop their social skills and learn to behave well.  Links with parents, carers and other early years settings that children attend are strong. Detailed information is regularly shared between them, to ensure consistency in children's development.

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It is not yet outstanding because:

 The childminder does not use her evaluation process well enough to identify how she can raise the quality of her provision to an even higher level.  The childminder has not yet established a precisely focused programme of professional development to drive forward future improvements to raise the quality of the provision to outstanding.

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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

 enhance the self-evaluation process more fully to help to identify further ways of raising the overall quality of the provision to an outstanding level  focus more precisely on developing a targeted programme of professional development that ensures the high-quality practice is sustained and consistently improved.

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Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector observed the quality of teaching and the impact on children's progress. The inspector spoke with the childminder and children throughout the inspection.  The inspector completed a joint observation of an activity with the childminder.  The inspector looked at documentation and records, including evidence of the suitability of adults within the home.  The inspector took account of parents' comments.

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Effectiveness of the leadership and management is good

Recent changes have improved opportunities for parents to be involved in their children's learning. The childminder provides parents with daily information about their children's care needs and activities they have enjoyed. Safeguarding is effective. The childminder has attended child protection training. She knows where to report concerns about children's welfare and safety. The childminder helps children to learn about how to keep themselves safe. When she takes them to collect older children from school, the childminder talks to them about road safety and stranger danger. The childminder completes a written report showing children's progress between the ages of two and three years. She shares this with parents and health professionals.

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Quality of teaching, learning and assessment is good

Children are keen and inquisitive learners. The childminder uses her knowledge of each child's interests and development well to plan learning experiences that will capture their interest and help them to learn. For example, children enjoy exploring with sorting and sequencing toys. Younger children develop their hand-to-eye coordination as they move small toys from one container to another. The childminder provides resources that support children to use their developing language skills to talk about different people in the local community. During their play, the childminder incorporates meaningful opportunities for children to count, make comparisons and explore measurement and quantities, to help their developing understanding of mathematical concepts.

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Personal development, behaviour and welfare are good

The childminder values children as individuals and nurtures their development. Settling-in procedures are flexible to meet children's individual needs. The childminder plays alongside children, teaching them sensitively to share and take turns. Children develop good levels of independence during everyday routines. For example, they help to tidy up and learn to put on their coats. Children enjoy plenty of opportunities to be physically active, for instance, when they spend time outdoors in the garden and during visits to parks. They learn about different cultures, for example, as they learn about and explore different festivals.

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Outcomes for children are good

Children are confident learners who enthusiastically join in with the activities on offer. They are developing good communication skills. Children engage in regular conversations with the childminder. They respond to questions and confidently recall and talk about past events. Children develop their physical skills as they move around the home and in the childminder's garden. They enjoy exploring the world around them when they go on outings in the local area. Children are developing the key skills in readiness for their eventual move on to school.

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Setting details

Unique reference number EY427328 Local authority York Inspection number 1105282 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 11 December 2014

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Telephone number

The childminder registered in 2011. She operates Monday to Friday from 8am to 6pm, all year round, except for family holidays and bank holidays. She has an appropriate childcare qualification at level 3.

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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

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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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