Childminder 321160

Inspection date 27 February 2019 Previous inspection date 3 July 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder is skilled in supporting children to develop their communication and language skills. For example, she models good conversational skills and questions children well to help them to share their ideas and relive past events. Children are strong communicators. n The childminder has created a welcoming, home-from–home environment, where children thrive. She gets to know children well and forms strong trusting relationships with them. Children are self–assured and happy in the setting. n The qualified childminder knows how children learn. She follows children's lead and interacts warmly to help them to persevere during planned activities. Children demonstrate a strong willingness to try new things and develop key skills in readiness for nursery and school. n The childminder is committed to developing her practice and knows her own strengths and weaknesses. She sets relevant targets to promote improved outcomes for children.

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This provision is good

For example, the childminder plans to provide parents with more ideas about how they can support their child's learning at home. n Information exchanged with other settings that children attend is not detailed enough to enable the childminder to fully complement and further extend children's learning. n Occasionally, the childminder misses opportunities that arise during play to support children to develop their counting and mathematical skills even further.

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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

n strengthen information sharing practices with other settings that children attend, to further promote continuity and fully complement children's learning and development n make the most of opportunities that arise during play, to build on children's good mathematical skills further.

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What the setting needs to do to improve further

Inspection activities n The inspector toured the areas of the childminder's home used for childminding purposes. n The inspector observed the quality of teaching during activities and assessed the impact on children's learning. n The inspector jointly observed an activity with the childminder. n The inspector looked at evidence of the suitability of adults in the household, a sample of policies and procedures and discussed the childminder's plans for improvement. n The inspector talked to the children and considered the written feedback provided by parents.

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Effectiveness of leadership and management is good

The childminder values the importance of ongoing professional development. She has completed a wealth of training to update and strengthen her knowledge and skills. The childminder gains ideas from other childcare professionals and often researches information to continually develop her practice and provision. Safeguarding is effective. The childminder knows the different types of abuse and is alert to the possible indicators. She knows what action to take if she has any concerns about a child's welfare. The childminder works well with parents. She uses a variety of effective communication methods to exchange information and promote children's learning at home and in the setting well.

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Quality of teaching, learning and assessment is good

The experienced childminder is supportive and enthusiastically plays alongside children to extend their learning. For example, she encourages children to label their work with their name and helps them to link sounds to letters. Children are creative and demonstrate good physical skills as they paint intricate patterns. They are imaginative and play cooperatively together, pretending to prepare and serve food. The childminder makes suggestions and models role play to help children to build on their storylines. She provides sensitive guidance and helps children to work things out for themselves as they complete puzzles. The childminder regularly observes children to find out what they know and can do. She uses this information well to monitor children's progress and plan for their future learning.

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Personal development, behaviour and welfare are good

Children's behaviour is good. They are cooperative, polite and considerate. The childminder constantly praises children to boost their self-esteem and confidence well. Children are taught about the importance of good hygiene routines and intuitively wash their hands before meals. They are energetic and benefit from lots of opportunities to be physically active and play outdoors. For example, the childminder regularly takes children to the woods to make dens and explore the natural world.

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Outcomes for children are good

Children make good progress in their learning and development. They hold pencils between their thumb and forefinger and form recognisable letters. Children play harmoniously together, negotiating roles and sharing resources fairly. They are sociable and initiate conversations with others. Children are becoming increasingly independent. For example, they competently put on their own shoes and coats before playing outdoors.

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Setting details

Unique reference number 321160 Local authority York Inspection number 10067047 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 - 10 Total number of places 6 Number of children on roll 13 Date of previous inspection 3 July 2015

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Registers

The childminder registered in 1992. She operates all year round from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has a level 3 qualification in childcare. The childminder provides funded early education places for two-, three- and four-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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

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