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 Not applicable

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The provision is good

Children, attending since they were babies, show high levels of confidence and are very happy and settled. They have secure attachments to the childminder, which helps them to feel emotionally safe and secure. Children thrive on her warm and nurturing care. For example, toddlers readily approach the childminder for a cuddle and babble away in response to her very positive interactions.

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The provision is good

Older children take part in fun and challenging activities that prepare them well for school. For example, they concentrate exceptionally well while learning how to follow a dough recipe and measure ingredients. Children express their own ideas as they play. Toddlers cautiously explore the new texture of flour, with the childminder's gentle encouragement. They enjoy creating sounds by banging metal role-play resources together. All children, including those in receipt of additional funding, make extremely good progress.

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The provision is good

Children behave impeccably and build early friendships while engaging in activities. For example, they take turns to add and stir ingredients and work out whether the toy cars will fit under the bridge. Children are very independent during daily routines. For example, they chop up fruit and pour drinks. Children use impressive language and early mathematical skills, such as counting the pieces of a banana and an apple. Toddlers thrive on the childminder's positive praise, such as when they imitate the actions to songs.

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need to do better?

n The childminder continually assesses children's progress, in order to identify their key next steps in learning. She plans broad educational programmes for older children in particular, skilfully incorporating their interests. The childminder enriches younger and older children's learning with exciting outings. n The childminder supports essential aspects of toddler's development effectively, such as their social, physical and language skills. However, she does not take the highest account of their interests and stage of learning when planning activities and providing resources to keep them highly engaged. n Alongside children's next steps, the childminder incorporates particular events, multicultural festivals or topics within her curriculum, to extend children's knowledge and experiences. For example, while learning about birds, children go on woodland walks, follow maps and search for different species to tick off from

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need to do better?

their checklist. n The childminder involves parents in children's learning superbly. For example, she creates home activity packs, based on each child's next stage of learning. The childminder also gives out pamphlets that cover subjects, such as supporting toilet training, school readiness, early language, mathematics and

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need to do better?

9 February 2023 literacy. Parents' feedback is extremely complimentary. n Although the childminder has ample space, she does not always use this to best effect to optimise children's learning. For example, children choose to play mainly in the playroom. This is visually over-stimulating due to the expansive range of equipment and toys. This means that children are not always as deeply engrossed and have reduced space when playing solely in this area. n The childminder effectively supports children's early language. For example, she spontaneously sings during activities and care routines, such as changing nappies. Children visit the library and recall their favourite books through storyboards. n Children develop good small-muscle strength. For example, toddlers learn to use a spoon to feed themselves. Older children knead and fold dough and use rolling pins and tools, such as different-sized, heart-shaped cutters.

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need to do better?

n The childminder plans sociable daily routines which children are very familiar with. For example, older children instruct the voice-controlled virtual assistant to play the tidy-up song again when they have not quite finished putting things away. Children sing the 'hello' song to warmly greet one another. n The childminder helps children to learn about difference in many ways. For example, she uses resources, such as 'Fred the teddy' and his diary to help children to learn about different countries and their particular culture. n The childminder gathers extensive information from new parents. This helps her to tailor children's settling-in visits according to their individual care and developmental needs. n The childminder's qualification has a positive impact. For example, she effectively extends children's learning as they play. The childminder encourages older children to recall the dough ingredients and introduces ample

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need to do better?

mathematical concepts. Children use words, such as 'squelchy', when the childminder asks them what the mixture feels like. n The childminder reflects on her practice in many ways. She commits to continued professional development, such as completing training linked to recovery following the COVID-19 pandemic and speech and language programmes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps herself updated with current safeguarding practices, for example, through wide-ranging training and monthly newsletters from her safeguarding partnership. She has a secure knowledge of the possible signs of abuse and of how to report any concerns of a child protection nature. This helps the childminder to keep children safe from harm. The childminder undertakes good risk assessments to promote children's good health and safety, both indoors and outdoors. She implements safe practices to promote toddler's welfare. For example, the childminder regularly checks on sleeping toddlers and secures them in the highchair.

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should:

n plan and adapt the curriculum more sharply to take greater account of the individual learning needs and interests of children aged under two years n facilitate children's play and exploration and their ability to focus to the highest level, for example by making more effective use of space.

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Setting details

Unique reference number 2598010 Local authority York Inspection number 10251476 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 Not applicable

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Information about this early years setting

The childminder registered in 2020. She lives in the Tanghall area of York. The childminder is open all year round, from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. She provides funded early education for two-, three- and four-year-old children, and holds an appropriate qualification at level 3.

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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 inspector observed areas used for childcare purposes, care routines and the activities taking place indoors. n The inspector observed the quality of education during activities and assessed the impact on children's learning. She held discussions with the childminder to understand how she organises the early years provision and curriculum. n The childminder and the inspector carried out a joint evaluation of an activity. n The inspector spoke to children and viewed written feedback from parents. n The inspector looked at relevant documents, including evidence of the suitability of persons living in the household.

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Inspection activities

9 February 2023 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

9 February 2023 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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