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 are happy and settled in the childminder's home. The childminder supports children's emotional well-being and is sensitive to their individual needs. For example, the childminder gently reassures less confident children when an unfamiliar adult visits her home. Children relish their time in the garden. Younger children enjoy push-along trikes and playing imaginatively in the mud kitchen, making cups of tea for the childminder. Older children enjoy the challenge of throwing balls through the basketball net and making 'double bubbles' with the bubble wand.

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The provision is good

The childminder is a positive role model. She gives children lots of praise and reassurance. This helps to build their confidence and self-esteem. Children behave well. They are polite to each other and share resources. Children demonstrate a good understanding of the rules in the childminder's home. For instance, they tidy away toys before getting more out to play with.

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The provision is good

The childminder stayed connected with the children and their families during the COVID-19 pandemic. She helped to support children's learning at home by providing activity packs. These were skilfully matched to children's individual needs and interests. Furthermore, children benefited from songs and rhymes, which the childminder shared electronically.

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need to do better?

n The childminder provides children with a variety of opportunities for mark making. For example, older children show sustained levels of concentration as they carefully draw their own pictures and confidently talk through what they have drawn. Younger children enjoy making marks with thick chalks, both indoors and outdoors. n Children have many opportunities to socialise. They regularly visit the local library, where they enjoy listening to stories and singing songs and rhymes. Furthermore, the childminder meets up with other childminders and the children they look after on a weekly basis. This supports children to develop their social skills. n The childminder develops strong partnerships with the schools that children attend. She shares relevant information about children to promote continuity in their care and learning. Younger children accompany the childminder on the school run. This helps them to familiarise themselves with the school

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need to do better?

environment. n Overall, the childminder supports children's language skills well. For instance, she repeats words and phrases back to younger children for clarity. However, on occasions, the childminder does not always give younger children time to think

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need to do better?

1 June 2022 and respond to the questions being asked to them, to extend their skills to a higher level. n The childminder uses her observations of children as they play to assess their development. She understands what children need to learn next and focuses on how she will help them achieve this. The childminder develops a regular two- way flow of information with parents. She ensures that they are well informed, through regular daily conversations and electronic messages. n Children develop their independence skills well. For instance, the childminder encourages children to chop their own fruit at snack time. Children put their own shoes on before they go out to play. n The childminder evaluates her provision well. For instance, she has recently reorganised how children access resources in her home. This helps children to focus and engage fully and make the most of their learning experiences. Parents

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need to do better?

contribute to the process by completing questionnaires. The childminder regularly updates her skills and knowledge to help improve her practice. n Parents speak extremely highly of the service the childminder provides. They describe the childminder as 'kind and trustworthy' and that their children have come on in 'leaps and bounds'. They feel she is flexible in her approach and that she provides a 'fun and educational' environment. n The childminder provides good support for children's early mathematics skills. For instance, children count accurately and use correct mathematical language, such as 'big' and 'little', while playing with the dough. n The childminder's care practices are good. Children follow effective hygiene routines, such as washing their own hands before snack time. The childminder ensures that the meals and snacks she provides are healthy and nutritious. Children have daily access to the garden and regularly visit the local park.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her responsibilities to keep children safe. She keeps her child protection knowledge up to date and relevant, and implements a robust safeguarding procedure. The childminder is aware of the indicators that may suggest that a child is at risk of harm and she is confident at reporting any concerns she has. The childminder conducts risk assessments and she talks to the children about risks as they play. This helps them to learn how to keep themselves safe.

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should:

n provide younger children with more time to think and respond to questions, to extend their learning even further.

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Setting details

Unique reference number EY481112 Local authority York Inspection number 10225945 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 11 Date of previous inspection 21 September 2016

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Information about this early years setting

The childminder registered in 2014 and lives in York. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 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 walked the inspector around her home to understand how the early years provision and the curriculum are organised. n The inspector conducted a joint observation with the childminder. n The inspector held discussions with the childminder and interacted with children at appropriate times during the inspection. n The inspector looked at a sample of documents, including the safeguarding children policy and complaints procedure. n The inspector considered the views of parents given through written feedback.

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Inspection activities

1 June 2022 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

1 June 2022 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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