Langworthy, Brigitte

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder has a warm and enthusiastic approach that puts children at ease. Children form close relationships with her, demonstrating that they feel safe and are happy. Younger children seek cuddles from her, while older children look to her for support during their play. The childminder helps children to develop good communication skills in English, ready for school. She also has a passion for helping children to learn other languages. The childminder incorporates words from children's first languages and teaches all children words in French.

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The provision is good

The childminder observes children and assesses their abilities. She uses her findings to help her support them to build on what they know, remember and can do. Generally, she challenges children to make the best progress possible. However, during some group activities, she does not fully support the learning needs of the youngest children. Children are keen to learn and concentrate well during activities. The childminder, generally, supports this well, offering suggestions and asking questions that encourage children to think and solve problems. However, sometimes she moves them on to new activities before they have finished tasks they are engaged in. Children behave well. The childminder has fair and consistent expectations and reminds children to be kind and helpful.

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need to do better?

n The childminder has a good understanding of how to support children's learning. She provides appealing activities that help children to make good progress across all areas of learning. Her enthusiasm and energy help to encourage children to become excited and eager to take part. n Activities and resources are, generally, well thought out to ensure that the needs of the varied ages of children are met. However, sometimes, during whole-group activities, younger children have to wait too long. For example, during a baking activity, they must wait for their turn to pour and mix, while older children count and measure the ingredients. n Children are happy and confident learners. Older children become engrossed in their play, for example, as they build towers and enclosures with bricks. However, occasionally, their learning is interrupted when the childminder asks them to join other activities. n The childminder teaches children about positive habits for health. Children are

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need to do better?

provided with a wide variety of meals and snacks that encourage them to try unfamiliar foods. They discuss the importance of eating fruit and vegetables. Children benefit from plenty of fresh air and exercise, and show a good understanding of hygiene routines. This helps to promote their good physical health further. n The childminder helps children to develop skills in mathematics and literacy that

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need to do better?

26 November 2019 help to prepare them for later learning. Young children develop early writing skills, which are supported well when the childminder demonstrates how to make marks with pens and crayons. Older children learn about numbers and counting while playing board games, and about measures and capacity while making an apple crumble. All children enjoy sharing books, including factual books, with the childminder. They look at maps and talk about animals that live in different countries. n The childminder is mindful that children, particularly those who attend Reception class, have the opportunity to rest and relax after a busy day if they choose. However, she shares information with school teachers that helps her to extend children's learning while in her care. n The childminder forms good partnerships with parents. She seeks feedback from them, and from children, to help her to review her practice. Children describe

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need to do better?

her as 'very lovely' and say that they enjoy their time in her care very much. n The childminder continues to build on her knowledge and skills. For example, she reads and accesses online resources for new ideas and ways to teach children more effectively. n Children are keen to help one another and enjoy taking responsibility for simple tasks. For example, they help to clear away after activities and take care of their own belongings. They show very good levels of independence.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding guidance and procedures up to date. For example, she attends training courses and receives regular updates from her local authority. The childminder knows about the different kinds of abuse that children can suffer from and how to identify those at risk from harm. She has clear procedures to record and report any concerns about a child's welfare. The childminder's home is secure. She carries out regular checks to make sure that it is a safe place for children to play. There are clear procedures for managing children's accidents, illness and medication that help to assure children's well-being in her care.

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should:

n refine teaching during group activities to ensure that the needs of all children taking part are met more precisely n minimise interruptions to children's learning, for example, by allowing them plenty of time to finish activities that they are engrossed in and enjoying.

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Setting details

Unique reference number EY423633 Local authority York Inspection number 10074720 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 2 to 9 Total number of places 6 Number of children on roll 5 Date of previous inspection 20 January 2016

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Information about this early years setting

The childminder registered in 2011 and lives in Strensall, York. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The childminder showed the inspector around the areas of her home that are used for childminding. She talked about the activities she provides to support children's learning. n The inspector observed the childminder's interactions with children and assessed the impact her provision has on their care, learning and development. n The childminder and the inspector reviewed an activity together. n The inspector spoke to the childminder and children at appropriate times during the inspection. She looked at a sample of relevant documents, including evidence of the suitability checks carried out on adults in the household.

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Inspection activities

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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Inspection activities

26 November 2019 26 November 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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