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

The childminder creates a warm and nurturing environment in her home. She has a good understanding of risk and knows how to keep children safe, both in the home and on outings. Children feel comfortable with the childminder. They show affection towards her and seek her out for support. The childminder empowers children and encourages them to make decisions about their learning. For example, they discuss and work together about what they would like to do next.

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The provision is good

The childminder has high expectations for children's behaviour. She works hard to ensure there are clear boundaries in place and children understand them. She is consistent and, as a result, children respect and understand the boundaries. The childminder supports children to understand why some rules are in place, such as why it is not safe to climb on chairs. She explains that they might fall and hurt themselves.

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The provision is good

The childminder completes a range of assessments to monitor children's progress. Parents comment that their children have come on in 'leaps and bounds' in their development. The childminder has developed a curriculum to ensure children learn a range of skills before they move on to their next stage of learning, such as school or pre-school.

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need to do better?

n The childminder knows each child well. She communicates with other settings and childminders that children attend. This helps to ensure that the childminder has a clear overview of each child and supports learning between settings. The childminder understands child development and when a child may need additional, or more specialist, support. She supports parents to seek this support. This means support can be put in place quickly for those who need it. n The childminder plans a range of fun and engaging activities. Children enjoy baking. They know to take turns with the equipment to make shortbread. However, activities do not focus precisely on what individual children need to learn next. As such, children do not benefit from bespoke activities, which are tailored to their next steps in learning. n The childminder has meaningful discussions with children to help develop their understanding of number within their play. For example, older children are

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need to do better?

challenged to develop their mathematical skills. They learn language to support their understanding of number, such as 'more' or 'less'. Younger children learn how to count smaller numbers. This is well sequenced to ensure children are building on what they have previously learned. n The childminder engages in conversations with children. This helps to develop children's language. They discuss previous learning experiences, such as their

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need to do better?

23 April 2025 trip to a local aquarium. The childminder reminds children of what they saw, such as a starfish and a seahorse. At times, the childminder adds unnecessary word endings, such as 'fishy'. This does not teach children the correct pronunciation of words, particularly those who are just learning to talk. n The childminder supports children's behaviour in a range of ways. She supports children to share and take turns with resources. During a game, she ensures each child has a turn with a fishing rod. As a result, children show high levels of respect for each other. For example, when a child does not like the colour fish they have caught, another child offers to switch with them. n The childminder teaches children how to keep safe and healthy. She discusses risk with children and how to negotiate space safely. The childminder explains to children the importance of handwashing and children are learning to do this

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need to do better?

independently. Children are encouraged to take off their shoes when they enter the house. They show perseverance in doing this, even when they find it difficult. n The childminder is committed to her own professional development. She regularly evaluates her practice and adapts her provision to suit children's different needs and to work around individual routines. The childminder has completed a range of online courses to ensure her knowledge remains up to date. n Partnerships with parents are strong. Parents are happy with the updates they receive throughout the day. They talk about the warm and trusting relationship the childminder has made with their children.

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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.

p.3

should:

n refine the planning and delivery of activities and teaching opportunities to focus more sharply on what individual children need to learn next n ensure the correct pronunciation of words when talking to children.

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Setting details

Unique reference number EY381823 Local authority York Inspection number 10392840 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 13 September 2019

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Information about this early years setting

The childminder registered in 2008 and lives in the Acomb area of York. She operates all year round from 7.30am to 5.30pm, Monday to Thursday, except for family holidays and bank holidays. The childminder holds a childcare qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

23 April 2025 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

23 April 2025 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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