Childminder in York

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

p.1

The provision is good

Children have a close relationship with the childminder and her assistant. The childminder has very secure procedures in place to support children when they first start in her setting. Children are encouraged to bring in special toys and objects from home, to help them to feel emotionally settled and secure. Children are happy and safe in the setting. Babies regularly run to the childminder for cuddles. They snuggle up close to her and thrive on the reassurance that she offers them. Babies have positive attitudes to their learning. For example, they relish exploring the high-quality resources that the childminder provides. Babies become deeply absorbed in exploration, such as placing objects into containers. The childminder encourages babies to explore musical instruments and the different sounds they can make. Babies delight in feeling the gentle vibrations from the strings of a guitar as it is gently strummed by the childminder. They enjoy exploring cause-and-effect

p.2

The provision is good

toys; they press the buttons to make sounds and develop an early understanding of using technology. Babies develop skills to support their early literacy. For instance, they curiously explore books and turn the pages with interest. Babies delight in making animal sounds from the images they recognise in the books.

p.2

need to do better?

n The childminder uses her accurate observations and assessments to provide well-planned activities that encourage children's learning effectively. She plans stimulating experiences that link well to children's interests and next steps in learning. For example, she offers babies good opportunities to explore different textures using their senses. n The childminder has a good understanding of how to support children's learning, for example by playing alongside them and helping them to explore. She knows when to sit back and allow babies time to explore at their own pace. Additionally, she knows when to join in with their play to enhance their learning experiences and promote young children's curiosity. n Partnership with parents is a particular strength. The childminder involves parents in their children's learning. For instance, she keeps parents informed about their children's progress and what they need to learn next. The

p.2

need to do better?

childminder encourages parents to share regular information about children's learning experiences from home by using 'out and about with family and friends' books. The childminder uses this information well to plan for children's learning to help them to make good progress. n The childminder helps children to develop an early understanding of mathematics. For example, babies learn about number as the childminder models using number language as children shake musical instruments. n The childminder monitors children's learning and development well, and she quickly acts when there are concerns about a child's development. She knows

p.2

need to do better?

13 February 2020 how to find appropriate support from other professionals, if necessary, to help all children to make good progress. n The childminder offers good support for children who are learning English as an additional language. For instance, she learns words from children's home languages. The childminder ensures that she has dual-language storybooks in her home so that children can see their home language in print. n The childminder plans frequent outings to places of interest to promote children's knowledge of their local community. However, there are fewer opportunities for children to enjoy experiences that promote an understanding of people, families and communities beyond their own. n Children behave well. The childminder and her assistant engage with them in play to help them to learn to share and take turns with toys. She offers praise and encouragement to children and they develop good levels of confidence and

p.2

need to do better?

self-esteem. The childminder provides children with regular opportunities to extend their social skills and develop their confidence with other groups of children. n The childminder establishes very strong partnerships with other early years providers. She has established very effective relationships with teaching staff at the local school. Children are well supported as they make the transition on to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a clear understanding about the signs that may cause her to be concerned about a child's welfare. She is clear about the procedures to follow to raise safeguarding concerns to the relevant authorities should she need to. The childminder and her assistant keep their knowledge up to date and regularly complete safeguarding training. They have updated their training, including about wider issues, such as radical and extreme views and behaviours. The childminder's effective implementation of her up-to-date policies, procedures and risk assessments ensures the safety of children in her care.

p.3

should:

n develop the curriculum to provide more experiences for children that promote an understanding of people, families and communities in the wider world.

p.3

Setting details

Unique reference number 321264 Local authority York Inspection number 10117281 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 11 Total number of places 12 Number of children on roll 15 Date of previous inspection 13 January 2014

p.4

Information about this early years setting

The childminder registered in 1996 and lives in Elvington, near York. She operates all year round from 6.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She works with an assistant. The childminder provides funded early education for three-year-old children.

p.4

Inspection activities

n The inspector discussed children's learning and progress with the childminder, including their next steps in development and interests. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n A joint observation of an activity was completed with the childminder. n A range of documentation was looked at by the inspector, including children's development records, evidence of suitability, and policies and procedures, such as safeguarding and risk assessment. n The inspector spoke with the childminder, her assistant and children at convenient times during the inspection. n The inspector took account of the views of parents.

p.4

Inspection activities

13 February 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.

p.4

Inspection activities

13 February 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6