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 Outstanding

p.1

The provision is good

Children establish strong, secure relationships with this caring childminder. They understand the routines of the day and the childminder's expectations. For example, they help to tidy away resources before sitting down for a snack. The childminder has high expectations for children's behaviour. She supports children's understanding of sharing and taking turns. Children behave well and play cooperatively with their peers. They demonstrate that they are happy and feel safe in the childminder's home.

p.2

The provision is good

Children have regular access to fresh air and take pleasure in exploring and investigating the outdoor area. They show curiosity in the world around them. For example, children enjoy pouring and scooping water in the outdoor kitchen. The childminder promotes good health. She encourages children to eat nutritious food and to be physically active. For example, children take part in ball games and climb ladders to the slide.

p.2

The provision is good

The balanced curriculum is well planned to provide children with a range of experiences. For example, children thoroughly enjoy exploring autumn objects, such as conkers and leaves. Children demonstrate their creative skills. They have fun making hedgehogs with cinnamon dough and sticks. Children concentrate well and persevere when it becomes tricky. They show pride in their achievements. Children have positive attitudes towards learning and are making good progress.

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need to do better?

n The childminder demonstrates a clear love for being around children. Children show respect and affection for the childminder. They respond well to the childminder's calm and consistent manner. The environment is welcoming and well organised. Children make independent choices in their play. n The childminder uses observations and assessments to identify what knowledge and skills children need to learn next. She plans activities that interest children. For example, children excitedly choose objects from a bag and sing their favourite songs. The childminder plans activities around children's interests and abilities accordingly. n The childminder finds out from parents about their children's routines and abilities before they start. She gets to know children extremely well. The childminder develops good relationships with parents. Parents' comments are positive about the childminder. For example, they feel welcome and explain that

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need to do better?

the childminder provides a loving environment. Parents feel they are kept well informed about the progress their children make. n The childminder regularly reflects on her practice. She feels that she identifies areas for development and makes changes. For example, the childminder

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need to do better?

26 September 2024 frequently changes the activities on offer to meet the needs of the children. n The childminder explains how she reads emails to keep up to date with changes to legislation and early years practice. However, she is yet to fully reflect on her practice to identify areas for professional development. n Children demonstrate their good mathematical skills with enthusiasm during play. For example, they confidently count and compare sizes as they explore leaves. Children recognise numerals and enjoy singing songs with numbers in. n Children become confident learners and socialise well with others. They learn to respect people's differences and explore their own cultures and beliefs and learn about those of others. For example, the childminder plans activities for children to learn about Diwali and Saint Nicholas Day. n The childminder promotes children's language skills well. She engages them in

p.2

need to do better?

conversation and provides a narrative as they play. Children are confident communicators and develop new vocabulary rapidly. For example, they confidently talk about frogs and minibeasts in the garden. n The childminder understands the importance of developing relationships with local primary schools to help prepare children for the next stage in their learning. However, partnerships with other settings that children currently attend have not been established. This does not fully support the continuity of care and learning for some children.

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 strengthen procedures for self-evaluation to identify areas for professional development and promote even better outcomes for children n continue to develop relationships with other settings that children also attend to ensure consistent continuity in their care.

p.3

Setting details

Unique reference number EY379564 Local authority York Inspection number 10355056 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 12 Number of children on roll 13 Date of previous inspection 15 November 2018

p.4

Information about this early years setting

The childminder registered in 2008 and lives in the Acomb area of York. She operates term time only, from 8am to 6pm Monday, Tuesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with a registered assistant. The childminder offers the government funded places for childcare.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The inspector observed an activity and evaluated this with the childminder. n The inspector observed the interactions between the childminder, her assistant and children. n The inspector held a number of discussions with the childminder and she spoke to the childminder's assistant. The inspector looked at relevant documentation and evidence of the suitability of persons living and working in the household. n The inspector spoke to children during the inspection. She took account of the views of parents through written feedback provided.

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Inspection activities

26 September 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

26 September 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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