Childminder EY490007

Inspection date

Previous inspection date 23 January 2017 Not applicable

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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 quality of teaching is good. The childminder provides a good range of activities and experiences that appeals to children's interests. She adapts activities to suit children's individual needs and abilities and follows their lead as they play and learn.  The childminder has a secure knowledge of the needs of the children in her care. She plans carefully to help children to build on what they already know and can do. This helps them to make good progress across all areas of learning.  Children are enthusiastic and eagerly join in with activities. They become engaged and enjoy their learning. This demonstrates a positive attitude and motivation to learn that help to prepare them for when they move on to school.  The childminder has formed effective partnerships with other settings that children attend. They regularly share information about children's achievements and progress. This helps to provide a consistent approach to supporting children's continued learning

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This provision is good

and development.  The childminder provides a secure, safe and welcoming environment for children. Her kind and caring approach helps children to grow in confidence and they settle well into her care. This helps to promote their emotional well-being effectively.

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It is not yet outstanding because:

 Sometimes, the childminder does not share enough detailed information with parents about their children's learning and development in order to help children make the best possible progress.  The childminder does not always promote children's thinking and language skills to the highest levels. At times, she does not give children enough time 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

 share more detailed information with parents about children's learning and development, and support them to make even better progress  give children plenty of time to respond to questions and promote their thinking and language skills even more effectively.

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Inspection activities

 The inspector had a tour of the premises.  The inspector observed the quality of teaching and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation, such as children's attendance registers and evidence of the suitability checks carried out on persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The childminder continues with her professional development. She attends training courses and meets with other childminders to share knowledge. Safeguarding is effective. The childminder knows what to do if she is concerned about a child's welfare. Children are supervised at all times and the childminder understands and adheres to the ratio requirements of the early years foundation stage. Effective procedures ensure that adults who have not undergone the required suitability checks do not have unsupervised access to children. The childminder evaluates all areas of her provision. She uses her findings to identify ways to build on her practice and to help improve outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder has good knowledge of the ways in which children learn. She observes children at play and uses her findings to assess the progress they make in their learning. This helps her to plan activities that are appropriately challenging and extend children's learning. The childminder considers children's ages and abilities when she plans activities. She promotes children's developing skills in mathematics very well. For example, while pretending to be builders, younger children learn about numbers as they count out bricks. Older children identify numerals as they measure their creations with a tape. Children enjoy a range of activities that promotes their imagination and creative development. For example, they enjoy exploring and investigating a range of materials, such as hay and mud, as they play with a farm set that the childminder has prepared.

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Personal development, behaviour and welfare are good

The childminder has a good understanding of how to manage children's behaviour. She provides them with consistent boundaries and teaches them to consider the needs and feelings of others. Children respond well and their behaviour is good. Children benefit from fresh air and nutritious meals and snacks. This helps to promote their physical health and well-being. The childminder supports children to meet their own self-care needs. Children identify that they need to wash their hands after using the bathroom. This promotes their independence, which helps to prepare them for when they move on to school. It also teaches them about the importance of healthy lifestyles. The childminder talks to children about starting school and what to expect. This helps to ensure children feel confident and are emotionally secure when they move on to the next stage of their learning.

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Outcomes for children are good

All children make good progress and are working within the range of development expected for their age. Those who need extra support with their learning catch up quickly. Children develop key skills in literacy that help to prepare them for later, more formal learning. For example, they identify signs, symbols and letters around the childminder's home. Children persevere at tasks and demonstrate very good problem-solving skills. For example, they use tape to wind around a tower to stop it from toppling over. Children develop good social skills that help to prepare them for the future. They learn to share and cooperate with others and begin to develop friendships with their peers. They listen and pay attention to the childminder and follow instructions during their play.

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Setting details

Unique reference number EY490007 Local authority Darlington Inspection number 1082294 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 5

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2015 and lives in Darlington. She operates all year round from 7am to 7pm, Monday to Friday, except bank holidays and family holidays. 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

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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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