Bowker, Faye

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

p.1

The provision is good

Children are happy and settled with this caring and friendly childminder. They have a positive attitude to their learning. For example, children persevere when learning how to use their fine motor skills to make small plastic frogs jump. They show good levels of concentration as they persist in completing the task. Children's behaviour is good. The childminder role models words such as 'please' and 'thank you'. She reminds children of appropriate behaviour, which helps to keep children safe. For instance, children are asked not to run indoors. Children learn about the importance of boundaries and thinking of others.

p.2

The provision is good

The childminder provides opportunities for children to learn about the world. They learn about a variety of festivals and celebrations and regularly go out in the local community. For example, children visit the local park and go to playgroups where they learn to socialise with others. Children develop their physical skills as explore the world around them.

p.2

The provision is good

The childminder teaches children about health and hygiene practices. Children wash their hands after using the toilet and before eating. The childminder provides fruit for children's snacks, and she has discussions with older children about good oral health. Children confidently use the role-play resources. They join the childminder as she pretends to make soup. She takes this opportunity to talk to children about vegetables and healthy options.

p.2

need to do better?

n The childminder plans a curriculum to meet the needs of the individual children. She plans activities that help to build on what children already know and can do. This helps to ensure that children are confident learners who are ready for their move to school. n Children enjoy listening to stories that the childminder reads to them. They have fun joining in with familiar songs and rhymes. For example, children sing about sheep and tractors as they explore a small-world farm. This helps children to develop confidence in their literacy skills. Children demonstrate positive attitudes to learning. n The childminder reflects on her own professional development needs. She is active in seeking out training opportunities. For example, the childminder completes online training courses to help ensure that she keeps her knowledge up to date. She regularly meets with other childminders to discuss and share good practice. The childminder regularly reflects on her practice and the

p.2

need to do better?

experiences she provides for children. n The childminder has an overall good understanding of how to work successfully with other professionals. For example, she explains the importance of liaising

p.2

need to do better?

20 June 2024 with the local authority. However, the childminder has not fully established systems to liaise with other settings that children attend. As a result, some information about children's development is not regularly shared to provide consistent support for their care and learning. n The childminder supports children's mathematical development. For instance, she helps children to count toy animals as they play. Children identify how may eyes they have and the different parts of their bodies as they look in a mirror. Children confidently recite numbers during their everyday play. n The childminder knows the children in her care well. She takes time to settle new children into her setting and finds out a range of information from parents before children start. Parents are complimentary of the childminder. They say they are happy with the activities that the childminder provides. Parents receive

p.2

need to do better?

photos and updates informing them of what their children have enjoyed during the day. n The childminder generally supports children to develop their language as they talk about the items that they see in a book. For instance, children repeat words such as 'combine harvester' and 'transporter' as they learn about farm vehicles. However, younger children's communication and language skills are not consistently promoted. Some children have their pacifiers in their mouths when playing. This means that they cannot always say words clearly or learn to pronounce them correctly.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n establish effective partnerships with other settings that children attend to help support continuity in their learning and development needs further n support younger children more effectively to pronounce words correctly and develop their spoken language.

p.3

Setting details

Unique reference number EY423412 Local authority York Inspection number 10351615 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 1 October 2018

p.4

Information about this early years setting

The childminder registered in 2011 and lives in York. She operates all year round, from 7.30am to 4.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder has an early years qualification at level 3. She provides funded early education for three-year-old children.

p.4

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 her setting. n The inspector viewed areas of the childminder's home used for childminding. She observed the quality of interactions with children during activities. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder and the children. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector viewed some documentation, including training certificates, the attendance register and insurance. n The inspector took account of the written views of parents.

p.4

Inspection activities

20 June 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

20 June 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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