Robson, Helen

Inspection date 31 January 2019 Previous inspection date 21 July 2016

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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 quality of teaching is good. The childminder accurately assesses children's development and the progress they make. She carefully observes them at play, then plans activities to help them to build on their knowledge and skills. n Children benefit from activities that are matched closely to their interests and preferences. This helps to ignite their curiosity and they become engrossed in their play. The childminder makes learning enjoyable and children thoroughly enjoy their time with her. n The childminder is affectionate toward children and is highly responsive to their emotional needs. They settle into her care quickly and develop a strong sense of belonging and high self-esteem. n Children develop a secure range of skills that helps to prepare them for later learning in school. They are confident, inquisitive learners who eagerly join in activities. They ask questions, take part in discussions and share their experiences with others.

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This provision is good

n The childminder shares information with other settings that children attend and continues to strengthen these partnerships. This helps to provide a continuous approach to supporting children's learning and development. n Parents are very happy with the care the childminder provides. They commend her for being flexible, approachable and 'tuned in' to children's individual needs. They share information about children's learning at home and contribute to assessments. n Occasionally, the childminder does not focus sharply on opportunities to strengthen children's developing language and communication skills even further. n The childminder does not make the best possible use of professional development opportunities to help to raise her good standard of teaching even higher.

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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 sharpen the focus on supporting children's language and communication skills to the highest levels to help them to make the best possible progress in this area of learning n strengthen the arrangements for professional development to help drive the quality of teaching towards outstanding levels.

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What the setting needs to do to improve further

Inspection activities n The inspector had a tour of the premises. n The inspector observed the quality of teaching and assessed its impact on children's learning and development. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector spoke to the childminder at appropriate times during the inspection. She also looked at relevant documents, including evidence of suitability checks carried out on people in the household and children's attendance records. n The inspector spoke to children at appropriate times during the inspection. She took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder has secure knowledge of all aspects of safeguarding and has a clear and appropriate procedure to follow if she is concerned about a child's welfare. She has a secure understanding of her responsibilities and legal requirements. Children's attendance is clearly recorded and the childminder considers the space she has available and the number of children cared for when she assesses potential risks to children. The childminder regularly checks the progress children make. She evaluates her teaching and strives to continuously improve. For example, she has recently changed the way she plans for children's learning to help to meet their needs more swiftly. She has reviewed and extended her range of resources to help to strengthen children's understanding of diversity.

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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 recognises when it is more effective to step back from children's play and allow them to try out their own ideas. This helps children to be imaginative and develop problem-solving skills. For example, while children created a snowman from dough, they persevered as they tried different ways to make it balance. The childminder demonstrated a range of hand movements, such as squeezing, rolling and kneading, which children successfully copied. The childminder planned this to help develop their fine motor skills in preparation for learning to write. Children learn about the world around them. For example, they investigated ice in a tray outdoors. They explored ways to break down the ice and discussed the changes as it melted.

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Personal development, behaviour and welfare are good

Children benefit from plenty of attention and praise from the childminder. Her calm manner and gentle guidance support children's behaviour well. Children show respect and are polite. They help one another, take turns and share during activities. The childminder provides nutritious meals and snacks, and children take part in a range of physical play activities. This helps to promote their good health. The childminder encourages children to manage their own self-care needs. They develop good levels of independence. For example, children aged two are able to put on their own shoes and coat, and wash and dry their hands with little support. The childminder takes children to group activities in the community. This helps them to experience being part of a larger group and to develop their social skills in preparation for moving on to school.

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Outcomes for children are good

Children make good progress and achieve well. Some children exceed the typical levels of development for their age in some aspects of their learning. Children show a positive attitude to learning and respond well to an appropriate level of challenge during activities. They cooperate, listen and follow instructions well. They benefit from the childminder's inclusion of mathematical language and concepts during activities and routines. Children show very good skills in this area of learning. For example, toddlers use number names during play and older children accurately count up to, and beyond, 10 objects. This helps to prepare them for later learning in school.

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Setting details

Unique reference number EY239857 Local authority Darlington Inspection number 10062419 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 2 - 10 Total number of places 6 Number of children on roll 11 Date of previous inspection 21 July 2016

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Registers

The childminder registered in 2004 and lives in Darlington. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She receives funding to provide free early education for three- and four-year-old children.

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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

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Registers

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Registers

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Registers

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