Childminder in Durham

Inspection date

Previous inspection date 18 July 2016 30 June 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 Teaching is good. The childminder regularly observes children's play and plans activities that build on what they already know and can do. This helps to promote the good progress children make in all areas of learning.  The childminder demonstrates a strong capacity to build on her already good provision. She has successfully addressed the actions and recommendations raised at her last inspection. She seeks feedback from other professionals and parents to help her to evaluate her provision and make plans for future developments.  Parents contribute to assessments of children's learning from the outset. They borrow resources from the childminder and welcome ideas for activities at home. This helps to provide a consistent approach to supporting children's development and to extend the learning that happens with the childminder.  The childminder is very attentive and children form warm, trusting relationships with

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This provision is good

her. They settle very quickly into her care. This helps to promote children's emotional well-being and they demonstrate high levels of confidence and self-esteem.  The childminder successfully promotes children's personal hygiene. They learn about the importance of staying heathy. For example, they wash their hands regularly.

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It is not yet outstanding because:

 The childminder does not consistently encourage children to understand and take responsibility for their own safety. Occasionally, she does not provide children with clear reasons for the rules and boundaries she sets for their behaviour.  The childminder does not always promote children's reasoning and thinking skills to the highest levels. On occasions, she does not give children enough time to develop their ideas or the opportunity to respond to her skilful prompts and questions.

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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

 inform children clearly and consistently of the reasons for the rules and boundaries in the setting and support them even more effectively to learn how to keep themselves safe  provide children with enough time and opportunities to develop their ideas and think and respond to prompts and questions.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors 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. She looked at relevant documentation, such as the childminder's self- evaluation and evidence of the suitability of people living 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 is qualified and experienced, which contributes to her good knowledge of child development and understanding of the different ways in which children learn. She uses a range of methods to build on her knowledge and skills. For example, she attends regular training courses and shares ideas for good practice with other childminders. This helps to build on the already high quality of teaching. The arrangements for safeguarding are effective. The childminder is vigilant and has clear knowledge of what action to take if she has a concern about a child in her care. The childminder has developed effective partnerships with other settings and schools. Arrangements to share information help to consistently promote children's progress and support them at times of change.

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Quality of teaching, learning and assessment is good

The childminder knows children well and provides a good range of activities and experiences that appeals to them and builds on their interests. Planning is responsive to children's individual learning needs. The childminder provides an effective balance of planned activities and opportunities for children to lead their own learning. She provides a good level of challenge that supports children to remain motivated and interested as they learn. The childminder provides many opportunities for children to use their imaginations and develop their own ideas. For example, they pretend to build campfires and roast pine cones for dinner during a nature walk. The childminder provides opportunities for children to observe and discuss the life cycle of flowers and plants as they water them in the garden. This helps children to learn about the natural world.

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Personal development, behaviour and welfare are good

The childminder offers children lots of praise and supports them to work together. For example, they cooperate very well as they pretend to paint a playhouse with water. They develop a sense of respect and understanding for one another and begin to develop friendships. The childminder supports children to meet their own self-care needs effectively. This helps to promote their developing independence and prepare them for when they start school. The childminder teaches children about the importance of a good diet. For example, she encourages parents to make healthy choices for children's lunchboxes. She talks to the children about how the food items help them to grow strong. Children frequently take part in outdoor activities and they get lots of fresh air and exercise. This helps to promote their physical health and well-being.

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Outcomes for children are good

All children make good progress and achieve well in all areas of learning. Those who need additional support in some areas catch up quickly. Children are motivated and persevere and concentrate during activities. This demonstrates a positive attitude that helps to prepare them for when they attend school. Children learn key skills in literacy. For example, they take up the many opportunities provided to practise writing and learn about letters and sounds. They enjoy listening to stories and follow the text and pictures as the childminder reads to them with enthusiasm. They later incorporate elements of the story into their play, which demonstrates good recall of familiar stories and themes.

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Setting details

Unique reference number EY346481 Local authority Durham Inspection number 1044168 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 4

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Name of registered person

Date of previous inspection 30 June 2014

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Telephone number

The childminder was registered in 2007 and lives in Peterlee. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare 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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