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 make a positive start to life through attending this setting and are happy. They giggle as they play with the childminder. Children lead their own play and make choices to build on what they already know. They seek support from the childminder when needed, using simple words, babble and gestures. Children build on their language skills and learn how to communicate effectively. They make progress in their development from when they first start attending the childminder's home. The childminder uses children's interests, such as farm animals, to encourage them to take part in activities. Children display a willingness to learn. The childminder supports children to develop new skills.

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The provision is good

The childminder encourages children to develop the physical skills that they need to manipulate and control tools. Children access a range of resources, such as mark-making resources, sensory trays, bottles and balls. Children use their large and small muscles to scoop and pour. The childminder plans real-world opportunities to encourage children to socialise with others and learn about the world around them. Children enjoy trips to woodland parks, playgrounds, zoos and farms. They meet with other childminding groups. Children become a part of a positive community from an early age. This promotes happy and healthy lifestyles for children.

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need to do better?

n Children thrive from taking part in story times. The childminder reads with enthusiasm and excitement. Children mimic speech sounds and single words. They point to illustrations and press interactive buttons when prompted. Children display a love for stories and reading from an early age. They listen attentively to short stories and develop speaking and listening skills. n The childminder engages with children as they play. She identifies children's individual learning needs through making observations of activities. However, the childminder only reviews children's individual next steps in learning once children achieve them or when she remembers. This limits the childminder's ability to extend individual children's learning. n Children cooperate with care routines well. The childminder cares for children attentively as they wash hands before mealtimes. She asks babies if she can clean their noses before doing so. The childminder praises and thanks children

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need to do better?

for following instructions. She demonstrates mutual respect between children and herself. This helps children to become independent and learn how to treat others with kindness and respect. n Children behave well. They play alongside each other and show an interest in the play ideas of others as they explore sensory trays with animals and cereals. The childminder demonstrates positive interactions and displays her expectations

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need to do better?

11 November 2024 of positive behaviour. She encourages children to share animals and take turns when they play with her. n Children are comfortable and confident. They mimic new play ideas introduced by the childminder, such as balancing sensory balls and bottles. Children have a go and thrive in building their self-confidence. The childminder reassures children. Children keep trying to learn from their mistakes and overcome challenges. n The childminder is patient. She knows children well. The childminder communicates with children effectively. She offers tailored care to all children. Children willingly participate in care routines. They learn skills to become independent and ready for pre-school. n The childminder reviews her practice termly. She accesses online training to update her general early years knowledge and qualifications, such as safeguarding refreshers and webinars on areas of interest.

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need to do better?

n The childminder has a good support network. She seeks support from a close community of childminders and the local authority if needed. This supports her to keep up to date with current changes in early years. The childminder shares updates with parents, such as on information boards. As a result, she supports parents effectively.

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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 plan individual next steps for children that are more accurate and extend children's learning further.

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Setting details

Unique reference number EY543560 Local authority York Inspection number 10367574 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 12 Number of children on roll 12 Date of previous inspection 13 February 2019

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Information about this early years setting

The childminder registered in 2017. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 6. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder joined the inspector on a learning walk and talked to the inspector about the curriculum and what she wants children to learn. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. n The childminder provided the inspector with a sample of key documentation on request. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector observed the interactions between the childminder and children.

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Inspection activities

11 November 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

11 November 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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