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 Good

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The provision is good

Children feel safe and secure in the setting. They enjoy spending time with the childminder and know where to go for comfort. The childminder considers each child's needs and pays close attention to their emotional health. Parents express their joy at how well the childminder knows their child. They comment they feel like 'part of the family'.

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The provision is good

During the COVID-19 (coronavirus) pandemic, parents have not entered the childminder's home. The childminder takes time on the doorstep to talk to parents as they drop off their child. Children happily leave their parent and come into the setting to start their day.

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The provision is good

The childminder teaches children to play together. For example, older children enjoy playing with the babies, they copy the childminder as they play peekaboo. They repeat this with their dolls as they smile and babble in their imaginary play. The childminder uses songs and rhymes to teach the children. For example, children choose 'Old McDonald' from the song bag and sing this together. The childminder skilfully involves the different ages of children in the song. For example, the toddlers name and count the animals. The babies wiggle with excitement as they join in with the sounds.

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need to do better?

n The childminder carefully thinks about what experiences she offers children. For example, she uses the water tray with different fruits and sensory items for younger children. In the same tray, she includes jugs for pouring and pipettes, which she models to the children. This helps children to take the next step in their learning as they use their fine motor skills. n The childminder shares her love of stories with the children. She sits children on her knee to share a story. As she reads, she invites children to think about how the character might feel. She introduces emotions to the children as she names the feelings of happy and sad. n The childminder models language well. She introduces new words to the children as they talk about a broomstick while they read. Children start to repeat and learn new words as they recall the 'whoosh' as the broomstick flies away in the story. n Children enjoy talking and babbling with the childminder. Sometimes the

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need to do better?

childminder does not leave enough time for children to respond to her question. This can mean children do not always get the opportunity to use their developing language as often as they could. n The childminder offers children healthy food choices. She works with parents to explain about how to keep their child healthy. At lunchtime, children are offered

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need to do better?

23 September 2021 a range of fruit and vegetables. Children enjoy choosing carrots, peppers, and grapes. They sit together and tell the childminder their favourite food to eat. n The childminder is ambitious in her plans for professional development. She identifies the training she needs by thinking about the children's interests and following these. She has high ambitions for all children and explains how she can continue to improve to help children achieve the best they can. n Children's personal, social, and emotional needs are met well. The childminder knows every child. This helps her to support them emotionally. Parents also express how important it is to them that their child gets comfort and cuddles when they need it from the childminder. They delight in talking about how the childminder has calmed their worries as their child has settled in. n Children enjoy using their whole bodies during play. For example, children jump,

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need to do better?

wiggle and dance as they sing rhymes together. The childminder does not always use every opportunity for babies to practise their physical skills. For example, when at the water tray, babies are not always encouraged to use the equipment to stand independently, although they are able to. n The childminder works closely with parents. She uses effective assessment to find out what children already know and what they need to learn next. She shares this with parents, who talk confidently about what their child is learning with the childminder. They comment on how well the childminder knows their child and the progress they have made since starting at the setting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder understands her safeguarding responsibilities. She confidently explains what she would do if she had concerns about a child's welfare. The childminder discusses the other agencies she may work with when helping to keep children safe. The childminder demonstrates her knowledge of wider safeguarding issues, including identifying possible signs a child may be at risk. She can explain what she would do in the event an allegation was made against herself or a household member. The childminder provides a secure and safe environment for the children.

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should:

n enhance the opportunities for babies to practise their physical skills and develop core strength n strengthen the use of questioning to further support children's language development.

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Setting details

Unique reference number EY447157 Local authority York Inspection number 10207294 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 8 March 2017

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Information about this early years setting

The childminder was registered in 2012 and lives in the Holgate area of York. She operates all year round from 8am to 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder is a qualified teacher.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning.

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Inspection activities

n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

23 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.

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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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