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 well supported and cared for at this setting. The childminder's encouraging tone and nurturing manner mean that children feel safe and secure to make choices in their play. The provision is arranged to enable children to self- select toys and, as they do, the childminder joins their play to extend vocabulary and build their knowledge. As children climb into a box, the childminder takes the opportunity to develop their understanding of size, shape and measure. As children build dens with the blankets provided, the childminder uses mathematical vocabulary to explain and instruct.

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The provision is good

Children are engaged in their learning and show concentration and focus. When challenges arise, they go to the childminder for support and encouragement to persevere. Children are encouraged to develop independence skills. At snack time, they butter and slice their own toast.

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The provision is good

The routines help children to feel secure, including children who have recently started at the setting. Children demonstrate that they are very well settled and have built a positive relationship with the childminder. Parents are highly supportive of the setting. They say that they appreciate the childminder's bespoke teaching and the warmth, care and attention she offers to their children. Parents delight about the interesting topics the childminder teaches and how their children share their new knowledge and skills at home.

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need to do better?

n The childminder prioritises a curriculum that is led by children's interest and experience of the world around them. Topics are embarked on through children's observations of the changing seasons and through sharing significant moments in their life. During a recent visit to a country hall, children discovered fallen leaves and apples. They made observations of the environmental changes that autumn brings and learned about harvesting autumn fruits. Parents say that their children discuss their new knowledge at home. n From the beginning, the childminder works with parents to learn about what children already know and can do. She uses this information, along with her own observations, to tailor her interactions with children and the experiences she provides. These build skills cumulatively to ensure that children are ready for their next stage of education. n The childminder joins in with children's play and takes opportunities to extend

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need to do better?

their use and understanding of vocabulary. She differentiates her questioning and interactions to support children's individual next steps in learning. Shared story time is used to further develop children's verbal communication through introducing new vocabulary. However, at times, such activities do not reflect

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need to do better?

27 October 2022 how younger children learn best. As a result, they are not as active or fully engaged in learning. n The development of mathematical knowledge is woven throughout the provision. The childminder takes opportunities to count, sing, identify shapes and measure. During play with dough, the childminder comments on the length of the 'snakes' the children have created and challenges them to make one longer. n Children's behaviour is consistently good. The childminder supports children to make progress in their personal, social and emotional development through the procedures she has in place. The provision is arranged to support children to make choices about their play. Alongside this, the childminder implements routines and boundaries that help children to feel safe and secure. n Children are well supported to develop their emotional security. This gives them the confidence to explore, trial ideas and form new knowledge. The younger

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need to do better?

children show curiosity in what older children are doing. They are keen to join in with their play, such as using pens and paper to create rangoli patterns. However, opportunities to challenge the younger children to build on their existing knowledge and skills effectively, such as in mark making, are sometimes missed. n Leadership is good. The childminder reflects on the setting's strengths and areas for development. She proactively embarks on professional development courses as she strives for improvement. She meets with other childminders to share good practice and resources that improve children's educational experience.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder recognises her duty to safeguard children and understands the local safeguarding procedures to follow. She proactively keeps up to date with the local and national safeguarding procedures and completes regular training. The childminder understands that all children may be vulnerable to harm and has a good awareness of the signs and symptoms of abuse that may indicate a child is at risk of harm. She has adopted a culture of safeguarding. The childminder carries out regular risk assessments of the toys and equipment in her home, and for any outings, to help to keep children safe.

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should:

n ensure that activities to develop children's verbal communication skills actively engage and interest younger children in learning n ensure that the play experiences of younger children provide the challenge needed to build effectively on their existing knowledge and skills.

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Setting details

Unique reference number EY480243 Local authority York Inspection number 10229690 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 6 Date of previous inspection 9 January 2017

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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 8am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5. She offers 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 setting. n The childminder and the inspector discussed how the childminder organises her setting, including the aims and rationale for her curriculum. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact that this has on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 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

27 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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