Childminder in Durham

Inspection date

Previous inspection date 11 March 2016 15 October 2012

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder works together with her co-childminder to evaluate and improve their practice. This has led to marked improvements since the last inspection and contributes towards her continued capacity to build on her good standards of care and education.  The childminder is qualified and continues with her professional development. This helps to build on the already good quality of teaching she demonstrates.  The childminder works closely and effectively with parents. They feel involved in their children's learning and contribute to assessments. This helps to provide consistency and further support children's learning.  The childminder makes accurate observations of what children already know and can do. She identifies what children need to learn next and plans activities to support them to make good progress in their learning.  The childminder offers children lots of encouragement and praise as they play. This

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This provision is good

helps to promote their self-esteem and they develop a sense of achievement and pride.

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It is not yet outstanding because:

 Sometimes, the childminder does not provide suitable challenges when planning activities for more-able children that support them to make the best possible progress.  The childminder has not fully established partnerships with other settings that children attend. Occasionally, she does not share information about children's learning and development with them.  Sometimes, the childminder does not teach older children the correct letter sounds when helping them to read simple words.

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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

 provide the most-able children with even more challenging activities to encourage them to make the best possible progress  strengthen partnerships with other settings and share more information that provides a continuous approach to children's learning and supports them to make even better progress  support children's developing reading skills even more effectively by consistently encouraging them to use letter sounds correctly.

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Inspection activities

 The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector completed a joint observation with the childminder.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector looked at relevant documentation, such as self-evaluation and evidence of the suitability of people living and working on the premises.  The inspector looked at written feedback from parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The childminder and her co-childminder work together effectively. They share ideas and offer support and feedback to each other. This helps the childminder to build on her high- quality practice. Arrangements for safeguarding are effective. The childminder attends training and regularly updates her policies and procedures to help her protect children. She clearly understands what to do if she has a concern about a child's welfare. The childminder assesses children's progress regularly, including a progress check between the age of two and three years. This helps her to identify their strengths and any areas of development where they may need more support. She plans an effective programme of activities that promotes children's continued learning across all areas of development.

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Quality of teaching, learning and assessment is good

The childminder understands the different ways in which young children learn and provides effective activities that appeal to their interests. Children enjoy their learning and are keen to join in activities. The childminder responds to children's needs, follows their lead, and extends their ideas during play. For example, she supports children as they choose to form letter shapes with bricks rather than using them to build. The childminder interacts positively with children during their play. She listens carefully and asks skilful questions that encourage children to think and express their ideas. This helps to support their developing language skills. The childminder plans opportunities to teach children new skills. For example, children learn to count, sort and compare sizes and shapes as they take part in a threading activity with wooden beads. This helps to promote their progress in mathematics.

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Personal development, behaviour and welfare are good

The childminder knows the children in her care well and meets their individual needs effectively. Children form trusting relationships with her and they feel important and special. The childminder has a calm approach and sensitively supports children to understand the needs and feelings of others. She models good manners and treats the children with respect, which contributes to the good behaviour they demonstrate. Children enjoy healthy meals and snacks. They get lots of fresh air and exercise and learn good hygiene habits, such as washing their hands before eating. This supports children to develop an understanding of the importance of staying safe and healthy. It also helps to promote their physical health and well-being. The childminder encourages children to manage their own needs, such as putting on and removing clothing, and to help with jobs, such as tidying up. This contributes to children's growing levels of independence.

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Outcomes for children are good

The childminder supports children to persevere at activities and they develop a positive and inquisitive approach. They learn to concentrate, pay attention, and solve simple problems independently. Older children learn key skills, such as early mathematics and literacy skills. This helps to prepare them for later learning in school. All children make good progress based on their individual abilities. They all reach typical levels of development expected for their age and some children exceed these.

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Setting details

Unique reference number EY378606 Local authority Durham Inspection number 1036915 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 6 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection 15 October 2012

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Telephone number

The childminder was registered in 2008. She works alongside a co-childminder and operates from the home of the co-childminder in Newton Aycliffe. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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