Childminder 2800466

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 are happy and settled. They feel safe with the childminder and seek her out for comfort and reassurance. She is nurturing and attentive to children's personal care needs. The childminder is kind and caring, with a good understanding of how to ensure children's safety. The childminder uses a range of Makaton signs. This helps children to communicate, especially those who are not yet verbal.

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The provision is good

The childminder sets high expectations for children's behaviour, establishing clear boundaries both at home and on outings. Children are encouraged to tidy away the toys before moving on to another activity. The childminder provides children with praise for their achievements. This helps to promote a positive attitude to learning.

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The provision is good

The childminder has developed a curriculum centred around a variety of books and stories. These link to different themes to introduce children to new concepts. For example, seasonal books are used to teach children about what happens in autumn. Stories also help children learn about the world around them and explore cultures beyond their own. Activities are planned based on these stories. For instance, 'We're Going on a Bear Hunt' is used to introduce new Makaton signs, such as 'scared'. This also helps children to label their feelings.

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need to do better?

n The childminder completes regular and detailed assessments. These, alongside her knowledge of child development, help her to identify any gaps in children's learning. The childminder works closely with other settings that children attend. This enables her to share information, ensure continuity of care and quickly identify any need for specialist support. n Activities are planned to ensure they support children's next steps in learning. These are based around well known children's stories. For example, an activity develops children's understanding of propositions, such as under and over. However, these activities are not always engaging enough to fully capture children's interest. This means learning opportunities are lost as children become distracted and are not fully engaged in their learning. n The childminder supports children's mathematical understanding. She uses a variety of opportunities to count objects and actions. Additionally, the

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need to do better?

childminder uses a range of mathematical language within play. For example, she asks children to describe objects using language such as big and little. This helps children to understand early mathematical concepts. n The childminder is respectful and considerate of children's privacy and personal care needs. The childminder recognises cues that may suggest children are ready to begin toilet training. The childminder uses opportunities when children

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need to do better?

17 September 2025 have their nappy changed to talk about the toilet and, where possible, to have a go. She shares ideas with parents on how to support this at home. n Children are familiar with the daily routines and remind others to wash their hands before snack time. The childminder uses these opportunities to support children to develop their independence skills. Children enjoy using the low-level sink to wash their own hands, as the childminder explains why this is important. n Partnerships with parents are strong. The childminder works with parents when children first start to help her identify what children can already do. She then shares regular reports with parents to keep them informed about their children's development. In addition to this, the childminder sends newsletters to parents to provide them with guidance on a range of topics, such as road safety. n The childminder is passionate about and dedicated to her own professional

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need to do better?

development. She seeks out additional training opportunities to further her knowledge. For example, she has completed further research about how to support children with healthy eating. In addition to this, the childminder has completed further research on how to support children with autism in the early years. These opportunities have provided the childminder with more knowledge and confidence to support individual children. n The childminder has a detailed development plan in place for where she would like to make improvements in her setting. She regularly reflects on her own practice and makes changes where required. Although the childminder has attempted to seek feedback from parents, these processes are not yet fully embedded.

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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 focused activities more precisely to reduce distractions and engage children more successfully n review ways of obtaining feedback from parents to contribute to self-evaluation and strive for continuous improvement.

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Setting details

Unique reference number 2800466 Local authority York Inspection number 10419150 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2024 and lives in Bishopthorpe, York. She operates term time only from 7.30am to 5pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder holds appropriate qualifications at level 6 and provides government-funded childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures 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 the 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 The inspector reviewed feedback from parents. 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

17 September 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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