Childminder 313460

Inspection date 23 January 2019 Previous inspection date 30 November 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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This provision is good

n The childminder provides a clean, safe and secure learning environment where all children become confident and motivated learners. She makes regular checks of her home to ensure that children are safeguarded at all times. She regularly completes fire drills with children which helps to develop their understanding of keeping themselves safe. n The childminder skilfully teaches children new language as she plays alongside them. For instance, she names colours and shapes as they build towers using blocks and introduces vocabulary, such as, 'big' and 'small' as they draw around their hands. Children respond well to her sensitive interactions, quickly learn new words and use them in their play. n Parents are overwhelmingly positive about the service that the childminder provides. They feel well informed about their children's learning and care needs and are confident that their children are safe and well cared for during their time with the

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This provision is good

childminder. n On occasions, the childminder does not implement a wide range of strategies to maintain children's listening and attention skills to promote the highest levels of engagement at all times. n The childminder does not consistently use self-evaluation to identify sharply focused priorities for improvement that support her to raise the overall quality of her practice.

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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

n use a wider range of strategies to further develop children's listening and attention skills and promote the highest levels of engagement during all activities n use systems for self-evaluation to consistently identify sharply focused priorities for ongoing improvement and raise the quality of practice to outstanding levels.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n 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. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The childminder gathers detailed information from parents when children first start. This helps her to plan appropriately to meet their individual needs. The childminder knows children well and monitors their progress closely. She addresses any gaps in learning effectively and supports all children to make good progress in their development. The childminder has good relationships with other local childminders. They meet regularly to complete training, discuss practice and share ideas. The arrangements for safeguarding are effective. The childminder has a good knowledge of child protection and how to keep children safe. She knows the local procedures to follow to report any concerns about a child.

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Quality of teaching, learning and assessment is good

The qualified and experienced childminder provides a well-resourced environment that gives children plenty of choice and supports their independence. She works at the children's level and joins in with their play. She has a good understanding of how children learn and develop. She uses effective observations and assessments to provide interesting activities that help children to make good progress. The childminder encourages children to develop an interest in books. Toddlers ask her to read their favourite stories to them. She teaches them to carefully turn pages, hold books the correct way up and engages them in lots of talk about the pictures. When children look at books independently in their play activities, they demonstrate many of the skills they have learnt during story time.

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Personal development, behaviour and welfare are good

Children behave well. The childminder uses a range of positive strategies to encourage children to take turns with toys and resources. For example, she praises toddlers for their kind behaviour when they share a book with one another. She supports them to manage their own feelings and behaviour and to consider the feelings of others. The childminder has strong bonds with children and helps them to develop good independence skills as they explore toys and resources. She has a good understanding of children's individual care needs and knows how to support their emotional and physical well-being effectively.

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Outcomes for children are good

Children make good progress from their starting points. They are well settled and motivated to learn new things. Children enjoy interactions with the childminder and one another. They have good self-esteem and confidence in their abilities. Toddlers learn to count and use mathematical vocabulary, such as, 'more' during their play. They are well prepared for the next stage in their learning and develop a range of skills to support them when they move on to school.

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Setting details

Unique reference number 313460 Local authority Durham Inspection number 10062687 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 30 November 2015

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Registers

The childminder registered in 2000 and lives in Stanley, in County Durham. She operates all year round from 7am to 6pm, Monday to Thursday, except bank holidays and family holidays.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

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Registers

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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