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 Outstanding

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The provision is good

Children form close bonds with the caring childminder. She knows children very well. She is kind and supportive and this encourages children to feel safe and secure. Children thoroughly enjoy having a story read to them. They cuddle up next to the childminder and listen intently to their favourite stories. Children independently explore the exciting and stimulating environment, selecting what they want to play with. The childminder promotes children's enthusiasm for learning very well. She has high expectations for all children, who are supported well in all aspects of their development. The childminder actively promotes a good balance of planned and child-led activities. She reshapes activities as they happen. For example, the childminder introduces tubes and teapots to a sensory activity. This extends the activity even further. The childminder has a good understanding of how to support children's independence. She encourages children to feed

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The provision is good

themselves and take off their shoes. Furthermore, children choose their own activities and help to tidy the resources afterwards. The experienced childminder has a clear vision for improving the service that she provides. She includes the views of parents and children. For example, children and parents are involved in the design and renovation of the garden area.

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need to do better?

n Partnerships with parents are good. The childminder talks to parents daily about their children's achievements. She offers them ideas and suggestions about how they can continue to support their children's learning at home. Parents are very happy with the childminder. They comment that they 'can't praise her enough'. n The childminder supports children's language development well. She speaks clearly and introduces new vocabulary. For example, the childminder names new equipment such as 'funnel' and 'colander' as the children play. However, she does not always leave enough time for children to think and respond to questions asked before moving on to the next one. n The childminder gathers vital information from parents when children first start at the setting. She then builds on what children know and can do. She skilfully adapts her interactions dependent upon children's age and stage of development. This helps children to make good progress. The childminder uses

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need to do better?

opportunities to encourage children to think about numbers and counting. For example, they count as they spoon lentils into a saucepan. n Children have many opportunities to develop their physical skills. For example, they use utensils, play with small-world vehicles and make marks with chalks. The childminder takes children on regular outings to places such as parks, play areas and the woods. Children learn about the world around them and develop their large physical skills as they climb, run and look for conkers. The childminder makes good use of her local community to teach children about

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need to do better?

8 October 2019 different people and their roles. For instance, children take great interest in the nearby construction site. n Children are well behaved and form firm friendships with one another. The childminder reinforces positive behaviour. When younger children struggle with regulating their behaviour, she provides gentle reminders of what is expected. This helps children to understand right and wrong. n The childminder provides children with range of healthy meals and snacks. She uses these opportunities to give consistent messages to children about making healthy choices around food and exercise. n The childminder provides a variety of experiences to support children's literacy skills. Children practise making marks and enjoy looking at books with the childminder and independently. They are developing the skills needed for their future learning, including the move to school. n The childminder provides children with opportunities to be creative. For

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need to do better?

example, children enjoy gluing, sticking and drawing. However, the childminder does not consistently encourage children to represent their own ideas, to further strengthen their creative skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding. She is fully aware of the possible signs of abuse and who to contact if there are any concerns. The childminder attends training courses and keeps her knowledge of safeguarding legislation up to date. She uses robust risk assessment procedures to monitor the safety and suitability of her premises. This promotes children's safety and welfare.

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should:

n provide children with the time that they need in order to think and respond to questions n extend opportunities for children to develop their creativity and represent their own ideas.

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Setting details

Unique reference number EY265599 Local authority Durham Inspection number 10117059 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 to 4 Total number of places 6 Number of children on roll 5 Date of previous inspection 5 August 2015

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Information about this early years setting

The childminder registered in 2003 and lives in Consett, County Durham. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector and the childminder conducted a learning walk of all areas of the childminder's home that she uses for childminding. n The inspector sampled a range of relevant documentation, including suitability checks for household members, training certificates and children's learning records. n The inspector read written feedback from parents and took account of their views. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector spoke with the childminder and children at appropriate times during the inspection.

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Inspection activities

8 October 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

8 October 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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