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

p.1

The provision is good

The childminder is passionate and dedicated. She provides a home-from-home environment. The childminder has clear risk assessments in place to keep children safe in her home, garden and while on outings. She ensures that children feel comfortable with her. The childminder offers a range of settling-in sessions to support children's transition from home.

p.2

The provision is good

The childminder places a sharp focus on developing children's communication and language. She models a range of words, such as 'squash' and 'squeeze', when children play with play dough. The childminder engages in discussions with children and takes time to explain a variety of concepts. For example, she explains that the noise a bee makes is coming from them flapping their wings very quickly. This helps to support children's language and develop an understanding of nature.

p.2

The provision is good

The childminder immerses herself in children's imaginative play. They work together to build a tent and a pretend campfire. The childminder teaches children how to stay safe around the pretend campfire. She links this back to children's own experiences, such as camping trips with their family. The childminder has high expectations when supporting children's behaviour. She encourages children to work together as a team. During children's play, she gently reminds children to take turns and to use 'kind hands'.

p.2

need to do better?

n Children learn early mathematical skills in a range of activities. For example, they enjoy counting how many legs there are on bees in a picture. The childminder also supports children's understanding of shape. During snack time, she encourages children to discuss the shape of their sandwiches after they have cut them. On other occasions, the childminder extends children's understanding of shape even further by teaching them about three-dimensional shapes. n The childminder gathers information from parents and carers when children start. This helps her to get to know children and plan for their individual likes and interests. Following this, the childminder completes a range of assessments, including the required progress check when children are aged between two and three years. These, along with the childminder's good understanding of child development, help her to identify any additional support needs children require.

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need to do better?

n The childminder knows each child well and plans a range of activities. She carefully plans these activities to ensure that they are individually tailored to what children need to learn next. However, the childminder eagerly plans a vast number of activities at one time. This means there is too much choice for children, and they find it difficult to maintain focus on one activity. n Children develop a range of self-care skills. The childminder gives older children

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need to do better?

21 May 2025 small tasks, such as bringing the box of shoes. This helps to give children a sense of responsibility. At snack time, children spread their own butter on crackers. The childminder uses the opportunity, while children are eating, to teach them about healthy and unhealthy snacks. She explains how they can take care of their teeth, such as by eating cheese to help remove the honey they have tasted from their teeth. n Children regularly go on outings in the community, such as to the local library and playgroups. They also benefit from trips further afield to nearby cities. The childminder uses these experiences to support children's understanding of the community in which they live and communities beyond their own. Children learn about a range of cultures and celebrations, such as those linked to the Christian calendar, Diwali and Lunar New Year. n The childminder has developed strong partnerships with parents. She shares a

p.2

need to do better?

range of information with parents, such as guidance around safely cutting food to avoid the risk of choking. The childminder also shares information about toothbrushing and how to keep children safe online. Parents feel they are kept updated on their child's development and know what their children are working on next. This helps parents to support their children's learning at home. n The childminder is reflective and consistently looking at ways to improve her practice. She regularly seeks feedback from parents through surveys and takes the responses on board. The childminder engages in a range of training opportunities. For example, she is undergoing training to further support her knowledge around supporting children's speech and language.

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 reduce the number of activities planned at any one time to enhance children's levels of engagement and maximise their learning.

p.3

Setting details

Unique reference number EY546880 Local authority York Inspection number 10392821 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 7 Date of previous inspection 5 September 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in York. She operates all year round, from 8am to 6pm, on Wednesday, Thursday and Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare

p.4

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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about the children's learning and development, with a particular focus on communication and language. n The children spoke with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on the children's learning. n The inspector observed the interactions between the childminder and the children. n The childminder and the inspector discussed how the curriculum is implemented and the impact on the children's learning. n Parents shared their views of the setting with the inspector verbally, and the inspector took account of their written feedback.

p.5

Inspection activities

n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

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

21 May 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

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

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