Childminder in Durham

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

Children have a lovely relationship with the childminder. They are happy, settled and safe in her care. The childminder uses her strong knowledge of how children learn to provide a rich and varied environment. Children have great fun as they make independent choices about where and what they want to play with. For example, they play with dolls and eagerly point to the body parts when the childminder asks them where they are.

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The provision is good

The childminder has a good knowledge of the individual children in her care. She knows their strengths and areas for personal development. She skilfully incorporates children's next steps into their learning. For example, children love to look at books. The childminder discusses what is happening in the pictures and helps children to start to recognise the number three. However, the childminder does not gather enough information when children first start with her in order to help her identify any delays or gaps in their learning and development that she can address.

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The provision is good

The childminder is a positive role model who shares her clear expectations for good behaviour. She speaks calmly and kindly to children and helps them to learn about good manners, sharing and taking turns. This supports children's emotional well- being.

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need to do better?

n The childminder uses effective teaching strategies to help children to learn. She models how to do things and then encourages them to try for themselves. Children are introduced to threading with laces and large wooden fruits. They concentrate and follow the childminder's lead as they attempt to thread the lace through the fruit. n Overall, the childminder continually assesses children's progress. She talks knowledgeably about the progress children make. She records observations of activities, takes photos and completes progress summary reports in a learning journey that she shares with parents. Parents can view this at any time and they add their own comments about their child's progress. The childminder gains parent's views on their child when they first start with her. However, she does not do her own assessment of their learning and development at this point in order to make sure she is planning accurately from the start.

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need to do better?

n The childminder strongly promotes children's communication and language skills. She makes use of conversations in every activity and gives children plenty of time to think of their own responses. She models the correct pronunciation of words and uses lots of repetition to help children gain an understanding of how to say them. Children take delight in using new words in their play, such as the

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need to do better?

17 September 2019 word 'push' that they have just learnt. n The childminder provides children with praise to boost their confidence in their own abilities. They settle quickly when they first start and enjoy carrying out age-appropriate tasks, such as helping to tidy the toys away. n Children benefit from plenty of fresh air and love to play in the garden. They become engrossed in digging in the soil and pouring it into containers. They learn how to balance on stepping stones and to safely climb up the steps to come down the slide. The childminder provides plenty of activities to help children understand about different foods. For example, they help to plant seeds at the local community garden. They learn what the seeds need to grow. Children help to harvest the vegetables, such as potatoes, which they cut up to use in meals at the childminder's home. n The childminder is keen to develop her own knowledge and understanding of

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need to do better?

how children learn. She networks with other childminders and shares hints and tips. The childminder regularly attends training, such as training about how to improve children's communication skills. She has adapted her practice to reflect this training. For example, she uses books and songs to assist with vocabulary. n The childminder has highly effective partnerships with other settings, such as the local toddler group and school. All are highly complimentary about the childminder's input with children that attend their settings and her partnership working.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder refreshes her safeguarding training regularly and has a good knowledge of child protection issues. She knows how to follow procedures if she has any concerns regarding a child's welfare. The childminder is fully aware of her responsibilities regarding wider safeguarding issues. She has a clear understanding of how to assess and minimise potential hazards to children. The childminder teaches children how to keep themselves safe. For example, they learn how to use scissors and knives correctly. Children are keen to cut up a banana for their snack and take great pleasure in managing the task themselves.

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should:

n improve procedures to get an accurate assessment of children's starting points when they first attend, to help identify if there are any delays or gaps that need swiftly addressing.

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Setting details

Unique reference number EY284353 Local authority Durham Inspection number 10062700 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 to 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 30 July 2015

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Information about this early years setting

The childminder registered in 2004 and lives in the South Hetton area of County Durham. She operates all year round from 6.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four-year-old children.

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Inspection activities

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 joint evaluations of activities 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, the local school and toddler group through written feedback provided.

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Inspection activities

17 September 2019 We carried out this inspection 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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Inspection activities

17 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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