Childminder in Durham

Inspection date

Previous inspection date 21 April 2016 11 January 2011

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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

 Children make good progress in relation to their starting points. The experienced childminder uses observations and assessments to effectively monitor children's development and helps them to achieve the next steps in their learning.  Children settle easily into the childminder's care. She supports their confidence and self-assurance well. Regular outings to large children's groups mean that children have plenty of opportunities to socialise with their peers and other adults. This contributes to their emotional well-being and helps them to gain the skills they require in preparation for school.  Children's behaviour is good. They form a warm and trusting relationship with the childminder. She is a calm and gentle role model for them to look up to who helps them develop positive attitudes and respect for others.  The childminder develops strong relationships with parents. She involves them in their

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This provision is good

children's learning and obtains specialised information from them to support children's individual needs and interest. Parents are extremely complimentary about the service provided for them.  The childminder provides a safe, well organised and well-resourced environment where children can comfortably play. Children make choices about what they want to do and have the freedom to move about from indoors to outside.

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It is not yet outstanding because:

 The childminder misses some opportunities to promote mathematical experiences and number work during children's activities.  Although, the childminder has a strong working relationship with her assistant she does not routinely evaluate the quality of her work and provide coaching and mentoring to improve her practice.

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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

 enhance opportunities for children to learn about numbers and extend their early mathematical development further  enhance the routine monitoring of the quality of the assistant's work and the provision of suitable coaching and mentoring to help improve her good practice.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector viewed the areas in the home used for childminding.  The inspector completed a joint observation with the childminder.  The inspector held a meeting with the childminder. She looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of the assistant working with the childminder.  The inspector read the statements provided by the parents and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has a good understanding of the safeguarding procedures which she shares with her assistant. She supervises children well as they play indoors and outside. The childminder efficiently maintains all required records. The tracking and monitoring of children's progress is successfully embedded in her practice. The childminder attends training to keep her skills and knowledge up to date. She regularly reviews the service she provides and asks parents and children for their views. The childminder builds positive relationships with children and their parents. Communication is effective and contributes to the shared approach to children's continuous care, learning and development.

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Quality of teaching, learning and assessment is good

The childminder's good teaching skills keep children interested and challenged in their play. She knows the children she cares for well and plans activities to help them achieve the next steps in their learning. Children show an interest and engage well with the activities. They look at the small-world figures to see if they have happy or sad faces and give them a cuddle to make them feel better. Children learn to care for living things. They wash the bearded dragon's feeding bowl, fill it with fresh fruit and leaves and then, supervised by the childminder, they place it in its cage. The childminder constantly talks to the children about what they do. She builds on children's speech and introduces new words to help extend their vocabulary. Children gain an understanding of the world around them. For example, they explore and investigate the natural habitat while hunting for bugs and plant sunflower seeds in pots. Children's physical development is supported

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Quality of teaching, learning and assessment is good

well. They learn to climb up the steps onto the trampoline and enthusiastically jump up and down.

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Personal development, behaviour and welfare are good

The childminder meets children's individual care routines. She discusses them with parents on starting so continuity of care is maintained. Children play happily in the childminder's nurturing environment. They establish good relationships with her which promotes their emotional well-being. Children are well behaved and the childminder acknowledges their good behaviour with lots of positive praise. The childminder provides children with opportunities to learn about people and communities beyond their immediate experience. They are taught to respect each other and they learn to share and take turns in activities. Children develop an understanding of the importance of healthy lifestyles. They enjoy nutritious home-cooked meals, follow effective hygiene routines and engage in physical exercise every day.

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Outcomes for children are good

Children, including those receiving funding, make good progress in relation to their starting points. They enjoy new experiences and confidently lead their own play under the childminder's close supervision. Children learn to help others and to do things for themselves from an early age. They benefit from lots of outings to extend their learning experiences. Children develop good skills for their future learning and move on to school.

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Setting details

Unique reference number EY290297 Local authority Gateshead Inspection number 848755 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 2 Total number of places 12 Number of children on roll 9

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Name of provider

Date of previous inspection 11 January 2011

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Telephone number

The childminder was registered in 2004 and lives in Lobely Hill, Gateshead. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder, occasionally, works with an assistant and holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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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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