Childminder EY494475

Inspection date

Previous inspection date 10 March 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 consistently good. The childminder has a good understanding of the different ways young children learn. She plans a good range of activities that supports their continued learning and development.  The childminder completes rigorous assessments of children's learning and checks these against typical levels of development for their age. This helps her to identify precisely what children need to learn next. She then focuses her teaching on children's individual needs. This contributes to the good progress they make in all areas of learning.  The childminder effectively incorporates children's interests into their play. This helps to encourage children to engage in a wide range of activities that appeals to them and provides an appropriate level of challenge.  Partnerships with parents are effective. The childminder has established a regular two- way flow of information with them, which helps to promote children's learning and

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This provision is good

development both in the setting and at home. Parents are very happy with the quality of the care and learning experiences the childminder provides.  The childminder has a calm and caring manner. She offers children plenty of attention, praise and encouragement. They demonstrate that they feel valued and develop high levels of self-esteem. This helps to support their emotional well-being effectively.

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It is not yet outstanding because:

 Sometimes, the childminder does not give children enough time to think and respond to her skilful questions and prompts.  Occasionally, the childminder misses opportunities to teach children about numbers and counting as they take part in routines and activities.

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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

 give children plenty of time to respond to questions and prompts and promote their thinking skills even more effectively  improve teaching to help children learn more about numbers and counting and to make even better progress in mathematical development.

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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 observed a number of activities and discussed with the childminder how she supports children's learning.  The inspector held a number of discussions with the childminder. She looked at relevant documentation 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 is well qualified and experienced and has secure knowledge of how to promote children's continued development across all areas of learning. The childminder evaluates all areas of her practice and identifies clear priorities for development. She is committed to continuing with her professional development. This contributes to her good capacity to build upon her already strong practice. The arrangements for safeguarding are effective. The childminder knows what to do if she has a concern about a child's welfare. The childminder has effective links with other settings and professionals, such as health visitors. They share information about children's learning and development. This helps to provide a consistent approach to supporting children's ongoing progress.

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Quality of teaching, learning and assessment is good

The childminder provides an effective balance of adult-led activities and opportunities for children to lead their own play. She adapts activities well to meet the needs of children. The childminder supports children to develop their imagination and creativity. For example, they enjoy pretending to cook food for toy animals. The childminder supports children's speaking skills well. She provides a narrative as they play and models new words and phrases. This contributes to the good progress children make in their language development. The childminder uses outings to support children's learning well. This helps them to develop an understanding of their community and the wider world. For example, children enjoy regular visits to the farm where they help to care for the animals.

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Personal development, behaviour and welfare are good

Children benefit from regular fresh air, exercise and nutritional meals and snacks, and the childminder teaches them very good hygiene habits from an early age. This helps them to learn about healthy lifestyles and promotes their physical well-being. The childminder has a calm approach to managing children's behaviour. She carefully explains the reasons for her expectation and boundaries. Children respond positively and behave well. The childminder teaches children to consider the needs and feelings of others and they begin to show empathy and concern. For example, they enjoy the responsibility of taking care of the pet fish. Children's independence is promoted very well. For example, they take care of their own belongings and begin to manage their self-care needs from an early age. This helps to prepare them for when they start school.

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Outcomes for children are good

Children are confident learners who happily explore their environment. They pay attention to the childminder, follow instructions and concentrate for lengthy periods during activities. This demonstrates a positive attitude to learning. All children make good progress in their learning and are working within the range of development typical for their age. Children enjoy their play and become engaged in activities Children develop key skills in literacy that help to prepare them well for later learning. They enjoy looking at a variety of books for different purposes. As well as enjoying stories, they use reference books to discuss the similarities and differences between animals and other creatures. Children are well prepared for future learning and for school, when the time comes.

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Setting details

Unique reference number EY494475 Local authority Durham Inspection number 1030876 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 6

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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 Seaham. She operates all year round from 6.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds qualified teacher status. She 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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