Childminder in Durham

Inspection date 23 April 2019 Previous inspection date Not applicable

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This inspection: Good 2

Previous inspection: Not applicable 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 establishes close bonds with the children and relationships between them are very good. Parents say their children are keen and happy to be in her care. Children approach the childminder with much affection and confidence. n Robust systems are in place for monitoring children's development. Detailed information is gained from parents before their child starts about what they already know and can do. The childminder then makes her own precise assessments to track their progress. Parents continue to be fully involved in this ongoing process. n The childminder places the highest priority on keeping children safe both in the setting and when on outings. She makes careful risk assessments and takes effective steps to minimise dangers. n The childminder is particularly good at supporting children's speech development. She speaks clearly to children to encourage correct pronunciation. She extends children's

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This provision is good

thinking skills by using open-ended questions and giving them the time to consider their responses. n Resources are plentiful, of good quality and used well to promote children's learning. Children are able to access these independently and make choices about what they want to play with. n The childminder has not fully considered how she can maximise the use of her outdoor space, particularly for those children who prefer to play there. n The childminder has not successfully obtained detailed information about children's learning in other settings that they attend, to help them to make even better progress.

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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 enhance the learning opportunities even further for those children who prefer to be outdoors n strengthen the links with other settings that children attend, to ensure a fully shared approach to children's learning to help them make the best possible progress.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities indoors and outdoors 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 establishes good relationships with parents. She regularly exchanges information with them about children's development and care needs. Parents speak very highly of the childminder. For example, they say that she is 'an exceptional childminder' and that their children receive 'the best care possible'. Safeguarding is effective. The childminder has a good understanding of how to protect children and has clear procedures to follow if she has any concerns. She is keen to develop her provision and is very enthusiastic and motivated. She completes training and uses what she has learned to improve outcomes for children. For instance, a course on assessing children's development has helped her to improve how she monitors and plans for the next steps in their learning. The childminder welcomes and values the views of parents and children to help her review her provision and identify further improvements.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of each child's developmental stage, needs and interests. Overall, she plans for children's learning effectively. She uses good teaching skills and what she knows about children's interests to adapt activities to keep children challenged and interested. For example, she involves younger children in activities by providing simpler tools and resources that they can use. She recognises that some children are interested in anything with wheels, so ensures toy cars, bicycles and push-along toys are readily available. Consequently, children are engaged and motivated. Children's early mathematical skills are promoted well. For instance, the childminder encourages children to count and talk about the size and shape of the decorations they use during a craft activity.

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Personal development, behaviour and welfare are good

Children are very confident and self-assured in the setting. They are happy and display good levels of self-esteem. For example, they are very proud of themselves for managing their personal needs and for using more challenging equipment in the garden. The childminder supports children to learn how to share and take turns to promote good behaviour. Older children say 'please' and 'thank you' in context and without prompting. They happily follow rules, such as helping to tidy toys away. Frequent trips in the local community, to places such as parks and toddler groups, help children learn how to mix socially with others and prepares them for school. The childminder makes good use of outings to promote children's understanding of road safety and their awareness of strangers. High standards of cleanliness are maintained to promote children's health and they learn about the importance of good hygiene routines.

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Outcomes for children are good

Children make good progress and they are developing skills and knowledge in preparation for nursery and school. They concentrate well during activities and become absorbed in play. They enjoy challenges, such as using 'big' bicycles and the slide. Their independence is increasing rapidly and they show impressive self-care skills. They listen when appropriate and demonstrate good understanding. Older children show an increasing knowledge of size, colour and shape.

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Setting details

Unique reference number EY545527 Local authority Durham Inspection number 10098163 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 7 Date of previous inspection Not applicable

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Registers

The childminder registered in 2017 and lives in Spennymoor. She operates all year round, from 7.30am until 5.30pm, Monday to Thursday, except bank holidays and family holidays. The childminder offers funded early education for three-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

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

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