Dawber, Vicki

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children are well cared for and families receive good support from the childminder. She has created a calm, quiet, reassuring home where children can relax and concentrate on their learning for extended periods. The childminder has a clear view of what she wants children to learn and experience during their time with her. Children learn to share toys, take turns and play together. The childminder explains why it is important to share and let another child have a go. Children listen and follow her requests.

p.2

The provision is good

Some children are anxious when meeting new people due to the COVID-19 (coronavirus) pandemic. The childminder is sensitive to children's social and emotional needs. She works closely with parents and thoughtfully reassures children. The childminder plans outings with other childminders to enable children to meet up with a wider range of people. This supports children's social and emotional development. Children learn to adjust their behaviour in different places and the childminder helps them to understand her high expectations. For example, children learn to walk quietly inside historical houses and know that they can run at the park.

p.2

need to do better?

n Children listen intently as the childminder reads their favourite dinosaur books. They sit closely together so that children can see the childminder's face as she reads the words. This helps children to learn the pronunciation of tricky words. The childminder encourages older children to point to each dinosaur in turn as they learn to count how many. She carefully models recounting to help older children learn to count accurately. n Children's developing speech is a high priority for the childminder. She works well with parents and the nursery children also attend, to ensure all are supporting children's speech consistently. This helps children to learn new vocabulary and to say the sounds in words. Older children confidently explain how to open the jaws of the toy crane carefully so that it does not break. Younger children repeat words, such as 'bird', as they look out of the window. The childminder plans to further extend her knowledge of children's speech and

p.2

need to do better?

understanding of language. n The childminder uses her assessments and knowledge of child development well to plan enjoyable learning experiences. For example, older children develop muscles in their hands when holding celery sticks of different widths to print in paint. Younger children learn to separate their fingers as they explore the texture of paint. Older and younger children concentrate for long periods side by side when using paint. Overall, the childminder's effective planning of activities supports all children to make progress in their learning.

p.2

need to do better?

15 September 2021 n The childminder works in partnership with the local nursery. This supports the continued learning of children who attend both settings. For example, the childminder organised a visit from the fire brigade so that nursery and minded children learn together about firefighters. However, she does not always make best use of all opportunities for children to gain a deeper understanding of how they can keep themselves safe as they play in her home environment. n Children learn to respect different families and traditions within and beyond the setting through sensitively planned experiences which promote diversity. Children listen to information books and stories being read which celebrate difference. Children learned about Halloween as they contributed to the village trail. They made Halloween decorations to hang in the communal gardens for neighbours to see during lockdown. This helped children learn about being part

p.2

need to do better?

of the community. n Children bring a packed lunch and drink from home. They learn independence skills as they wash their hands and open up their packed lunch. Children learn about healthy eating and selecting savoury food before sweet as they eat and chat together with the childminder. The childminder provides ongoing advice to parents about which food and drinks make a healthy lunch box. n Children are beginning to develop an understanding of feelings and emotions. However, opportunities to help them develop a deeper understanding of their emotions and how others are feeling are less well planned for. This is evident when the childminder does not help older children understand their frustrations when younger children accidentally break the car track.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a suitable understanding of safeguarding and child protection. She is aware of the signs of abuse and neglect. The childminder understands her duties to safeguard children and how to make referrals should she become concerned about a child. She is aware of online safeguarding concerns and has procedures in place to protect children from them. The childminder teaches children about modesty and keeping their body private. She keeps up to date with child protection issues through regular online training. The childminder carries out regular risk assessments of toys, equipment and when going on outings.

p.3

should:

n plan more effectively to help older children gradually understand how others may be feeling n help children to develop a deeper understanding of how to keep themselves safe as they play and learn.

p.3

Setting details

Unique reference number EY563429 Local authority York Inspection number 10191304 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 5 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Copmanthorpe. She has a level 3 qualification in early years. The childminder operates Monday to Friday, all year round, from 7.30am to 5.30pm.

p.4

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector spoke to parents, read their written feedback and took this into consideration. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the childminder delivering activities and reading to children. n Children spoke to the inspector during the inspection. n The inspector looked at relevant documentation and reviewed the evidence of suitability of those living on the premises.

p.4

Inspection activities

15 September 2021 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

15 September 2021 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