Childminder 321243

Overall effectiveness Good

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

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The provision is good

The childminder's calm and friendly approach to her service means that children really enjoy coming to play and learn. Children form strong, caring bonds with the childminder who is alert to their ever-changing needs. The childminder provides a warm, bright and welcoming environment where children are relaxed and have time to explore. Children are excited when they build towers with small blocks and then watch them bend as they get higher. Children are happy, settled and emotionally very secure. They play alongside each other well, learning to share and take turns. They choose what they want to play with easily and help each other to find what they need. The childminder is a strong, positive role model and consistently promotes good manners. The children respond well to the childminder and learn to be kind and respectful to one another.

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The provision is good

The childminder knows the children well and has high expectations of what they can do and achieve. She is committed to providing children with the best start in life. She values the chance to attend different training courses to develop her skills and improve her ongoing practice. She has a clear understanding of how to keep children safe and healthy, helping to promote their physical development.

p.2

need to do better?

n Teaching is good, overall. The childminder carefully watches what children do and notes down anything that is new or challenging. She checks children's progress regularly and uses their interests to help plan a wide variety of activities. The childminder offers children plenty of opportunities to count objects and name colours. For example, they count out blocks or try to find a certain number of objects hidden in a large picture. However, she does not always use these occasions to introduce or extend children's knowledge of size or shape. n The childminder talks positively with the children as they play and during care routines. She tells them what she is doing, helping them to predict what is going to happen next. Occasionally, the childminder does not always offer younger children choices of words to help them respond to questions that she asks. Older children are happy and confident to chat to the childminder when they play.

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need to do better?

However, the childminder does not always give them the support they need to describe things more fully or to extend their spoken language. n Children enjoy eating healthy food and have lots of opportunities to get fresh air and play outside. They are motivated when they visit the local forest or go to a nearby farm. They love to play out in all seasons, particularly in snow. The childminder is thoughtful, nurturing and attentive. She is acutely aware of when children need a rest or a cuddle. Children are self-assured as they play and behave very well, given their age and stage of development. n The childminder has forged strong working relationships with parents. Right

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need to do better?

21 January 2020 from the start, she gives them useful information about what she provides and about her expectations. She shares with parents what their children have been doing on a daily basis. She is extremely flexible and uses parents' preferred way of communicating. Parents comment favourably on her practice. For example, they value her homely and friendly atmosphere. n The childminder is part of the local 'school partnership' and works closely with other childcare providers and school staff. They meet to talk about wider child- related issues and for her to receive any updates that will improve her everyday work. The childminder skilfully uses these professional opportunities to share general information about children's learning and development. This is particularly helpful for those children about to move into school. She then expertly plans activities to help children get ready for their move to the next

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need to do better?

stage in their learning. n Children with special educational needs and/or disabilities are supported sensitively and effectively. The childminder works well with parents to share details about their children's specific care needs. This ensures that all children continue to receive the support that they need.

p.3

Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs and symptoms of abuse and neglect, and has a good understanding of the local safeguarding procedures. She knows what to do and who to contact if she has a concern about a child. The childminder knows the importance of keeping her skills up to date and has completed safeguarding and first-aid training. She understands aspects of wider safeguarding issues, such as how to protect children from extreme views. She considers the risks in her home and garden, and talks to children about how they can stay safe as they play.

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should:

n provide and extend opportunities to talk to children and promote their wider mathematical thinking, to help raise their achievements to a higher level n focus more precisely on ways to ask children the right type of questions, to help them hear and learn new words, and promote their language development even further.

p.3

Setting details

Unique reference number 321243 Local authority York Inspection number 10117280 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 15 Date of previous inspection 10 March 2016

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Information about this early years setting

The childminder registered in 1991 and lives on the outskirts of York. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She offers free early years education to three- and four-year-old children.

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Inspection activities

n The childminder explained to the inspector how she organises her provision and supports children's learning. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector completed a joint evaluation with the childminder. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The inspector took account of the views of parents spoken to on the day of the inspection and through written feedback provided. n The inspector looked at a range of documentation and checked evidence of the suitability of the childminder and adult members of the household.

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Inspection activities

21 January 2020 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

21 January 2020 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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