Childminder 2777424

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children have formed strong bonds with the childminder. She provides a stimulating and nurturing environment in which children feel safe. The childminder knows the children and families well. She works with parents to plan settling-in sessions before children start. This enables her to gather information about children and ensure they feel comfortable in her care.

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The provision is good

Children behave well and understand the routines. The childminder ensures children understand the high expectations she has in relation to behaviour. For example, children tidy away their toys before moving on to another activity. This supports children to develop respect for the toys and equipment and limits trip hazards. When children struggle with the rules, the childminder deals with it well, such as by gently reminding children to be kind to their friends.

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The provision is good

The childminder effectively supports children's understanding of risk. For example, she explains why they need to use two hands while riding on a scooter. The childminder regularly completes assessments to help her identify any gaps in children's knowledge. These are shared with parents through an online app. The childminder knows children well and plans a range of engaging activities to support their next steps. Children make good progress in their learning and are well prepared for their next steps in education, such as school.

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need to do better?

n The childminder supports children's developing vocabulary well. She skilfully weaves a range of mathematical language through children's play. For example, she supports children's understanding of size by using language such as big and small. During activities, the childminder clearly models words such as 'magnifying glass' and 'condensation'. This helps children to extend their mathematical vocabulary and understanding well. n Activities are well thought out and planned to meet the needs of children's varying ages and stages of development. However, sometimes during whole- group activities, the childminder's attention is diverted to re-engaging some children's focus to the activity. This means some children do not receive the full benefit of the childminder's good quality interactions. n The childminder teaches children how to keep themselves safe and healthy. She explains the importance of washing hands before meals and how to care for

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need to do better?

their teeth through a range of fun and creative activities. The childminder encourages children to sit at a table and enjoy their meals together. She encourages children to try new foods which they might not be willing to try at home. n At mealtimes, children proudly help the childminder to place drinks bottles on

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need to do better?

14 August 2025 the table. However, opportunities for children to play a more active role in mealtimes are missed, such as pouring their own drinks or helping to prepare and serve meals. That said, children are well supported in developing a range of self-care skills. For example, they wipe their own faces following meals and put their rubbish in the bin. Additionally, they take delight in finding their own shoes before playing outside. n The childminder has formed strong working relationships with other local settings that children attend. Information about children's needs, achievements and next steps are shared between settings. This helps to ensure the continuity of care and learning. The childminder takes children to attend activities in nearby schools, such as nativities and settling-in sessions. This helps children to become familiar with the setting, which in turn, supports a smooth transition to

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need to do better?

school. n The childminder proactively reflects on her teaching and regularly seeks feedback from parents. She is dedicated to her own professional development, seeking out new training opportunities. The childminder attends a range of training, including early years conferences. This helps to ensure her knowledge remains up to date. n Partnerships with parents are strong. The childminder sends out regular newsletters to parents that informs them of upcoming trips and activities she has planned. She also provides parents with guidance on how to keep children safe online. Parents are very happy with the care and education their children receive. They describe the childminder's home as a 'lovely environment' and would recommend her to others.

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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 organisation of group activities to ensure they are engaging and meet the needs of all children n provide even more opportunities for children to develop independence skills, particularly at mealtimes.

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Setting details

Unique reference number 2777424 Local authority York Inspection number 10413856 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 8 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in March 2024 and lives in Huntington, near York. She operates all year round, Monday to Thursday from 7.30am to 5.45pm and on Friday from 7.30am to 5.30pm, except for bank holidays and family holidays. The childminder provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure it is 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 and development. 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 with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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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

14 August 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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