Sedgwick, Lesley

Inspection date

Previous inspection date 8 March 2018 23 May 2017

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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

 The childminder has taken decisive steps to help improve the quality of her provision, since the last inspection. She regularly accesses professional development and uses her new knowledge to make improvements to her teaching.  Children are excited to join in with activities and approach their play with enthusiasm. They enjoy making independent choices from the activities and with the resources freely available to them. All children make good progress.  Children enjoy close and caring relationships with the childminder. They are happy and confident in her care. The childminder tailors settling-in sessions to support children effectively from the start.  Children behave well. The childminder is a positive role model. She provides clear guidance to children about her expectations for their behaviour.  The childminder provides a wealth of opportunities for children to socialise with others at local groups. Children benefit from exercise and fresh air when they visit local places

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This provision is good

of interest, including parks and beaches.

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It is not yet outstanding because:

 The childminder does not fully exploit opportunities to challenge children's learning at the highest level during play.  The childminder sometimes answers questions for children, without giving them sufficient time to think and respond.

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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

 make the most of opportunities, during activities, to extend children's learning and provide challenge at the highest level  enhance teaching skills further and allow children more time to think through their ideas and answer questions.

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Inspection activities

 The inspector observed the quality of teaching and the impact of this on children's learning.  The inspector spoke to the childminder and children, at appropriate times, throughout the inspection.  The inspector evaluated an activity with the childminder.  The inspector looked at evidence of the suitability of adults living and working on the premises.  The inspector took into account the views of parents, provided in written feedback.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder knows the signs that could alert her to a potential concern about a child's welfare and the correct procedures to follow. She reflects well upon her practice and involves children and parents in giving her feedback. The childminder frequently completes research to support the development of her teaching skills. For example, she used her new knowledge from a course about mark making to help her provide a wide range of stimulating sensory activities for younger children. The childminder also actively seeks advice from a local authority adviser to support her personal development. She regularly exchanges ideas with other childminders to inform improvements to her practice. The childminder understands the importance of effective communication with other settings that children in her care attend.

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Quality of teaching, learning and assessment is good

The childminder uses her observations and assessments to monitor the progress that children make, effectively. Overall, she promotes children's communication and language skills well. For example, the childminder models language very clearly and repeats words back to children to help extend their vocabulary. She engages children in song and rhyme activities. Children have fun and demonstrate good listening and attention skills. The childminder provides plenty of opportunities for children to explore and investigate using all of their senses. For example, children enjoy rolling, prodding and pulling dough. They touch and smell mouldable foam and mix in food colouring to see what happens.

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Personal development, behaviour and welfare are good

The childminder's home is warm and welcoming. The childminder collects information from parents about care routines and children's likes and dislikes from the start. She uses this knowledge to help children feel a sense of belonging in her home. The childminder places a strong emphasis on teaching children about the importance of a healthy lifestyle. For example, children taste a wide variety of fruits at snack time and help to grow vegetables in the garden. Children have plenty of opportunities to develop their physical skills, for example when they join in with dancing sessions at a local group. They learn about similarities and differences between themselves and others, during regular visits to the wider community.

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Outcomes for children are good

Children develop the attitudes and skills that will support them in their future learning and in readiness for the eventual move on to nursery and school. They form firm friendships and learn to share and take turns. Children concentrate for significant periods of time, relative to their ages. They are motivated to learn and eager to engage in new experiences. Children enjoy helping with small tasks, such as tidying away toys and resources to keep the play environment safe.

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Setting details

Unique reference number EY261085 Local authority Durham Inspection number 1107586 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 2

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Telephone number

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

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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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