Watson, Helen

Inspection date

Previous inspection date 4 March 2015 9 December 2008

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This inspection: Good 2

Previous inspection: Good 2 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good. The childminder offers a wide range of stimulating and enjoyable activities and experiences which promote children's learning and development across the seven areas of learning.  Children are enthusiastic and motivated learners, and they make good progress from their start points.  There are effective partnerships with parents and other professionals, which provides continuity of care and enhances children's learning in readiness for school.  The setting is clean and very safe. The children benefit from lots of fresh air and exercise and a range of fresh snacks, meals and drinks, which promotes their health and physical well-being.  The childminder has high expectations for herself and the children. She has a commitment to continuous improvement and sets realistic and challenging targets in order to provide the children with high-quality care and learning.  The childminder is a good role model for the children. They are aware of the

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This provision is good

expectations of the setting and respond by behaving well and showing kindness and consideration for each other.

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It is not yet outstanding because:

 The childminder does not always make the best use of routine activities, such as snack times, to develop children's understanding of mathematics and to enhance their physical skills.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 make the most of all opportunities to develop the children's physical skills and understanding of mathematics as part of the daily routine.

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Inspection activities

 The inspector observed activities in the childminder's home and in the garden.  The inspector spoke to the childminder and to the children at appropriate times throughout the inspection.  The inspector took account of the views of parents from their written comments.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures.

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who attend. This is good

The childminder provides a range of activities and experiences to promote children's development across the seven areas of learning. Children have access to a wide range of toys and resources which they are excited to explore, for example, pirate ships and small world figures, which develops their imaginative skills well. The childminder joins in playfully, extending the children's language by introducing new words and ideas. As a result, children make good progress in their communication and language development in readiness for school. The quality of teaching is good, however, the teaching of mathematics and physical skills is not always as strong during routine activities, such as snack time. For example, by supporting children to prepare and serve their own food and by encouraging them to organise the correct amount of plates, cups and cutlery. Partnerships with parents and other professionals are good and regular information

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who attend. This is good

exchanges about children's interests and achievements mean that their learning is supported at home and in the other settings that they attend, so that they can make the best possible progress.

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good

The childminder's home is safe and welcoming. Children settle quickly and have a close attachment to the childminder, which promotes their emotional well-being. They enjoy the praise and encouragement that she gives and respond by behaving well and being enthusiastic and energetic learners. The children benefit from lots of fresh air and enjoy fresh food and drinks, which supports their health and well-being. The children visit local play groups and amenities, which develops their social skills. They enjoy looking at pictures of themselves playing with their friends, which helps them to recall past experiences and gives them a sense of belonging. The childminder helps the children to understand diversity by celebrating festivals, such as Chinese New Year, and this positive attitude to others helps to prepare them well for the move to school or nursery.

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provision is good

The childminder has appropriate training and experience and uses her knowledge to good effect in delivering the requirements of the Early Years Foundation Stage, to provide the children with a safe and stimulating environment. The childminder is aware of her responsibilities to safeguard children and understands the issues of concern and how to make a referral. The systems for observation and assessment work well. The childminder has a clear understanding of what the children know and can do, and she uses this information effectively when planning activities which reflect their interests and next steps in their learning. She works closely with parents and other professionals to share information, which means that the children benefit from good-quality care and learning, and make good progress from their start points. The childminder has high expectations of herself and the children. Systems for evaluating the impact of her provision are developing

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Setting details

Unique reference number EY376037 Local authority Durham Inspection number 1002581 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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Name of provider

Date of previous inspection 9 December 2008

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Telephone number

The childminder was registered in 2008 and lives in Chester-le-Street. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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