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 Requires improvement

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The provision is good

Children make good progress during their time in the childminder's care. They attain a wide range of skills that prepare them well for their future learning. For example, children begin to understand the importance of good health and exercise. They learn to risk assess for themselves during outdoor play. Children behave very well. They use good manners and are polite and respectful.

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The provision is good

Children benefit from an effective balance of adult-led activities and child-led play. They access carefully chosen resources that reflect their interests. This means children make independent decisions about their play and learning. Children demonstrate a love of books, songs, and familiar rhymes. They sing well-known rhymes spontaneously during their play. Children begin to recognise letters in different contexts, such as in lists and street signs. They choose favourite stories to read independently or with the childminder. Children broaden their vocabulary when they learn new words, such as 'radishes' and 'parsley'.

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The provision is good

Children enjoy positive interactions throughout their play and learning with the childminder and other children. They develop strong social skills through cooperative play. Children attend playgroups where they build relationships with children they will go to school with. They demonstrate kindness and teamwork. Children's self-esteem and confidence is fully supported through praise and encouragement. They develop resilience when they begin to negotiate and resolve disputes amicably.

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need to do better?

n The childminder is committed to training and further professional development. She demonstrates a good knowledge of the areas of learning. She understands how to support children's learning and development. This means the childminder implements a carefully planned curriculum successfully, considering each child's next steps and interests. n The childminder plans a wide range of interesting activities indoors and outside. For instance, children learn how the natural environment changes with the seasons. They talk about the sunflowers they planted in the spring and how they grew. Children explain how they found fallen pinecones and describe the woodlice they found living in them because 'woodlice like dark, damp places'. However, the childminder does not always help children to make connections between their different learning experiences, to consolidate their knowledge. n Children have excellent communication and language skills, They use a broad

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need to do better?

vocabulary. They engage in conversation throughout their play. Children delight in listening to familiar stories, showing high levels of attention and concentration. The childminder pauses frequently to enable them to repeat

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need to do better?

3 July 2024 phrases and guess what might happen next. Children learn new words, such as 'Watermelon' and 'Cocoon'. At times, during activities, the childminder does not gain children's attention when asking questions. As a result, they do not always respond appropriately, and she does not always ensure they have clear explanations that enhance their learning. n The childminder promotes early mathematics well throughout children's play. They count to higher numbers and can identify them in different contexts, such as on the doors of houses. Children think about shape and size. They build towers that are tall, or big. They use positional language, such as placing blocks at the top or at the bottom for balance. Children consider the weight of objects that might be heavy. They explore movement when they find out which vehicles are slow or fast. n Children enjoy engaging in imaginative play. They re-enact recent birthdays with

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need to do better?

a toy birthday cake. They pretend to make toast and jam for everyone. Children use mechanical toys to support their early understanding of technology, such as pressing buttons on a toy toaster. n The childminder fully promotes children's independence in personal care routines ready for the move to school. Children begin to understand why healthy food and handwashing are important. They learn to dress themselves in appropriate clothing for the weather when they go out to play. n The childminder promotes good partnerships with parents and other settings children attend to support continuity in children's learning. She shares ideas with parents to support learning at home. Parents and older children comment that when they think of the childminder they think of 'love, giggles, and fun'. They say the childminder plays a huge part in children becoming caring and confident.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n Support children more effectively to make connections between their different learning experiences, to consolidate their knowledge and extend their understanding further n support children to always respond to questions appropriately, to check their understanding, identify misunderstandings and ensure they have clear explanations that enhance their learning.

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Setting details

Unique reference number EY392485 Local authority York Inspection number 10305944 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 4 Date of previous inspection 11 July 2023

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Information about this early years setting

The childminder registered in 2009 and lives in Copmanthorpe, York. She operates during term time, from 8.30am to 5pm, Monday to Thursday. The childminder holds an appropriate qualification at level 3. She provides funded early education for three- and four-year-old children.

p.4

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation. n The childminder and the inspector discussed how the childminder organised different aspects of learning. n The inspector spoke to children about activities they enjoy when they attend the setting. n The inspector considered parents' feedback and discussed working with different families with the childminder. n The inspector observed the quality of education. She talked to the childminder about how she evaluates the provision and her ongoing professional development. n The inspector carried out a joint evaluation of an activity with the childminder.

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Inspection activities

3 July 2024 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 July 2024 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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