Childminder in Durham

Inspection date

Previous inspection date 16 March 2017 8 February 2013

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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 is experienced. She effectively uses her skills and knowledge to provide a broad range of interesting experiences for all children. Children make good progress in their learning and development.  Children who are new settle in quickly. The childminder gets to know children before they start through settling-in visits and speaking to parents about children's likes and interests. She then uses this information in her initial planning of activities.  The childminder is a good role model of acceptable behaviour and provides clear and consistent explanations of expectations. Children learn to share, take turns and respect each other's feelings. They play cooperatively together and behave well.  The childminder interacts with children with warmth, enthusiasm and care. She places great importance on developing children's confidence and self-esteem. All children

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This provision is good

demonstrate that they feel emotionally secure and arrive happy and eager to play.  Children are confident in their communication and language development. The childminder asks effective questions to support them to think and solve problems.

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It is not yet outstanding because:

 The childminder has not recently accessed professional development opportunities to help her to develop her teaching skills to an even higher level.  Self-evaluation does not have the exceptional detail that helps to identify ongoing priorities and plans.

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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

 maximise all available continuous professional development opportunities that help improve teaching skills to an outstanding level  strengthen the way in which self-evaluation is used and focus on identifying precise plans to raise the quality of the provision.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed an evaluation of an activity with the childminder.  The inspector reviewed relevant documentation, including children's learning journals and a sample of policies and procedures. She also discussed the childminder's self- evaluation.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adults working and living in the household.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is confident of the procedures she must follow and her responsibilities should there be any concern about a child in her care. She gives good priority to all aspects of safety and supervises children closely. The home is secure and daily checks on the environment help to ensure that risks to children are minimised. She monitors children's development effectively to maintain a good overview of their progress. This helps her to ensure that any gaps in children's learning are quickly identified so she can provide any additional support needed. Partnerships with parents are good. Comments from parents are positive and demonstrate they value the childminder's service. The childminder understands the importance of building effective relationships with other settings children attend to provide consistency in their learning.

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Quality of teaching, learning and assessment is good

The childminder interacts well with children and gets down to their level during their play experiences. Even though children are new to the setting she knows them well. The childminder gives children good opportunities to explore their interests. For example, when children talk about scientists building time machines, she suggests that they could build their own machines using a variety of different materials. The childminder makes effective use of mathematical language to support children's understanding of number, colour and shape. For example, children count up to 10 alongside the childminder and confidently name the different colours of the counters.

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Personal development, behaviour and welfare are good

Children are welcomed into the childminder's friendly home environment. They quickly form strong relationships with the childminder and show motivation and confidence when exploring the toys and equipment available. Children behave well and develop good social skills. Children respond well to gentle reminders to share and take turns in their play and during routine activities. They learn how to help keep themselves safe. For example, they learn how to cross the road safely when walking from nursery with the childminder. Regular outdoor play activities in the garden or at the park provide fresh air and exercise and help support children's good physical development. Children follow good hygiene routines, such as washing their hands before mealtimes. Children are supported to make healthy choices during snacktimes and confidently select and peel their own fruit.

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Outcomes for children are good

Children make good progress. They are developing the necessary skills for their future learning and in readiness for the eventual move to school. Children practise their good independence skills, including putting on their own shoes and coats. They are learning to mix well with other children and adults. Children concentrate well on activities, develop persistence and keep on trying. For example, they carefully turn the wheels on the game so as to release the different coloured counters. Children show great pleasure and pride when they have successfully completed the task.

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Setting details

Unique reference number EY243809 Local authority Durham Inspection number 1064366 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 10 Total number of places 6 Number of children on roll 6

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Name of registered person

Date of previous inspection 8 February 2013

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Telephone number

The childminder was registered in 2003 and lives in Durham. She operates all year round, from 7am to 6pm, Monday to Friday, except for family holidays.

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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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