Childminder in York

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children are settled, content and enjoy their time with the childminder and her assistant. They are welcomed into the childminder's home, where her main aim is to make sure children are happy. Children have formed strong bonds with the childminder and assistant, who know them well. They readily take part in the activities that have been organised. For example, children thread hoop-shaped cereal onto pipe cleaners, twisting them into a circle, to make simple bird feeders.

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The provision requires improvement

However, the childminder does not have a clear understanding of the areas of learning or the requirements of assessment. Activities are not always linked to children's individual learning needs. This means that she is not able to plan and sequence children's learning effectively. She does not focus clearly on what to teach children next, building on what children already know and can do. Consequently, children are at risk of not making the progress of which they are capable.

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The provision requires improvement

Children are helped to manage their behaviour well. They receive gentle reminders of the childminder's high expectations. For example, children are encouraged to be kind, share and take turns. The childminder is a good role model and treats children with care and respect. Children use their manners, promptly saying 'please' and 'thank you' when needed.

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need to do better?

n Children benefit from quality interactions. They learn new words while taking part in activities that interest them. During a threading activity, the assistant talks about holding the 'base' and praises children for being 'accurate'. Children receive lots of praise and encouragement throughout the day. They develop a 'can do' attitude as they are encouraged to try again and are then praised for their determination. n The childminder joins in with children's activities, supporting and extending their learning. For example, when children make 'leaf people' with different facial expressions, they say that their leaf people look 'sad' or 'angry'. This opens a discussion on emotions. Children are beginning to recognise different feelings, which supports their emotional development and well-being. n Children develop good listening and concentration skills. During story time, children are asked questions related to the story. They are given time to explore

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need to do better?

their ideas, think and respond. Children are engaged in meaningful conversations as they play together and with the childminder and her assistant. This helps children to make steady progress in their communication and language skills. n Children are beginning to learn about how to make healthy choices. For

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need to do better?

3 October 2022 example, the childminder sits with children at snack time. She talks about the healthy snacks on offer and the types of food that are good for them. Discussions are held on the importance of brushing teeth and drinking water. The childminder encourages children to be physically active every day. Children access the well-resourced garden where they practise their climbing, jumping and balancing skills. Inside, children take part in regular dance and exercise routines. n The childminder and her assistant regularly take children on outings in the wider community. Children go to the woods to pick blackberries. They enjoy counting the berries and playing games, such as hide and seek, in the woods. These opportunities help children to explore, investigate and enjoy the natural world around them. n Children develop some self-care skills and independence. For example, children wash their hands after using the toilet. However, this is not consistently

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need to do better?

promoted. On occasion, children are given too much help. For instance, children are not encouraged to wipe their own noses or wash their hands at other times of the day. n Partnership with parents is positive. Parents are extremely happy with the service the childminder provides. They state that the childminder has created a loving and caring environment for children. This helps parents to feel confident and comfortable in leaving their children in her care. Parents enjoy the regular photos and are kept informed of their children's daily experiences. n The childminder has completed some training, such as safeguarding and paediatric first aid. This ensures her skills and knowledge are maintained. However, she has not fully reflected on training opportunities to enhance both her and her assistant's professional development, to support children's learning further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder maintains a clean and tidy home. This helps to minimise the risk of accidents and keeps children safe. She is familiar with the signs and symptoms of possible abuse, and she is able to identify if a child is at risk of harm. This includes recognising if children are being drawn into radicalisation and the signs to look for concerning female genital mutilation. The childminder knows the actions to follow if concerns arise, including if an allegation is made against her or her assistant. The childminder ensures that her assistant has knowledge of safeguarding and that he knows to report any concerns to her immediately.

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Due date

explore professional development opportunities, including those for assistants, to improve the knowledge and understanding of the areas of learning and development requirements, to enhance the curriculum further 14/11/2022

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Due date

gain knowledge and understanding of the requirements to assess children, to accurately identify children's progress across all areas of learning, and to use this information to plan purposeful experiences that build on what children already know and can do, to help them make the best possible progress. 14/11/2022

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should:

n support children to develop their independence skills and do more things for themselves, to increase these skills even further.

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Setting details

Unique reference number 2590267 Local authority York Inspection number 10251208 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 17 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Woodthorpe, York. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. 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, her assistant and children. n Parents shared their views on the childminder with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

3 October 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

3 October 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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