Childminder 500733

Inspection date

Previous inspection date 4 May 2018 17 April 2015

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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

 Children are happy, confident and enjoy spending time with the childminder. She creates a welcoming and friendly environment. Children are reassured by the warm, caring relationships they share with the childminder. Children are emotionally secure and ready to learn.  The childminder knows children well. She completes detailed and regular observations of children's learning. She plans interesting activities for the children to take part in. For example, three-year-old children show high levels of engagement when they are supported to explore colour-mixing using paint.  The childminder is qualified and experienced. She attends a range of training to keep her knowledge up to date and build on her good practice. She regularly researches changes to legislation and develops strong links with other childminders to share ideas and discuss practice.  Children are physically active. They enjoy fresh air and exercise daily. They spend a lot

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This provision is good

of time in the childminder's garden and move freely between indoors and outdoors. Children enjoy planting bulbs in the garden and are interested to learn about how to look after plants to help them grow.

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It is not yet outstanding because:

 The childminder's self-evaluation systems do not fully identify clear, targeted and precise priorities to improve, in order to develop her practice to the highest level.

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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

 strengthen self-evaluation procedures further to identify targeted and precise improvements to have a positive impact on the already good quality of practice.

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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 evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of 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

Safeguarding is effective. The childminder has a good understanding of her child protection responsibilities. She knows how to record and report concerns about children's welfare to protect them from potential harm. Measures are in place to minimise risks within the home. Children play and learn in a safe environment. The childminder has good systems in place to monitor children's progress. She provides progress summary reports for parents on a regular basis. These help her to plan interesting activities that support children to make good progress in their learning. Partnerships with parents are very well established. Parents are very well informed about how to support their children's learning at home.

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Quality of teaching, learning and assessment is good

The childminder skilfully promotes children's communication. She models words for children to copy and asks open-ended questions to encourage their language development. For example, she plays alongside children and asks a range of questions as they work together to build a school with toy blocks. Resources are well organised and easily accessible for children. Appropriate arrangement and storage of play materials enable children to independently select toys and activities, building confidence and decision-making skills. The childminder provides a range of resources, books and toys for children to play with that supports their understanding of diversity.

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Personal development, behaviour and welfare are good

The childminder has good routines in place to support children's self-care skills. For instance, three-year-old children find their individual wash bag and independently wash their hands before snack. The childminder is a calm and positive role model. She has high expectations of children and supports them to follow the rules and routines. Children behave very well. The childminder regularly takes children on trips in the local area, supporting them to learn about their community. For instance, children talk excitedly about a recent trip to the local police station. The childminder has developed strong links with schools to provide continuity in care and learning for children.

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Outcomes for children are good

Children progress well. They are inquisitive and motivated to learn. Children are confident communicators. They ask regular questions to consolidate their understanding. Children develop mathematical skills well. They use and apply mathematical knowledge during play. Children competently count the number of toy bricks they have used to build their towers. The skills children are acquiring prepare them well for the next stage in their learning and the eventual move to school.

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Setting details

Unique reference number 500733 Local authority Durham Inspection number 1091051 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 4

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Name of registered person

Date of previous inspection 17 April 2015

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Telephone number

The childminder registered in 2001 and lives in Stanley. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an early years 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

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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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