Childminder in Darlington

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are clearly happy and enjoy the time they spend in the childminder's warm and welcoming home. They behave well and respond appropriately to the consistent messages the childminder provides about behaviour. Children benefit from a wide range of experiences and opportunities set within her well-thought-out curriculum. Although she has been minding for many years, the childminder has recently returned to caring for early years children. She has quickly set up her learning environment, planning age-appropriate activities that support their learning well, overall. She works closely with other local childminders to share ideas and ensure many areas of her practice are relevant to the younger children.

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The provision is good

The childminder places a strong focus on children's early reading skills. She complements their learning and takes them to activities, such as 'rhyme time', at the local library. She has a vast selection of age-appropriate books in her playroom and children enjoy snuggling up to her on the sofa to read a story. This helps them to discover a love of books and supports their developing language skills well. The childminder acknowledges where some improvements to her teaching are required. She also plans to enhance the information she gathers from parents about children on entry, to support their emotional well-being.

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need to do better?

n Children are keen, energetic learners. They engage enthusiastically with activities such as play dough and enjoy naming the colours and shapes of the cutters. The childminder interacts with children generally well, supporting their curiosity and helping them to develop additional skills, including counting. n The childminder skilfully supports children's communication and language skills. She demonstrates this when she models how to say two-word phrases. For example, when children say, 'Star', she says, 'Yes, a blue star'. Children then enjoy looking for other similarly coloured objects in the playroom. n Overall, the childminder supports children's learning well. She sits alongside them as they play, joining in sensitively and fitting in with their ideas. However, at times, she moves children on too quickly if activities are more challenging and offers them different activities to do. This impacts on children's ability to

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need to do better?

concentrate and persist with activities when challenges occur. n The childminder uses assessment well to identify what children know and can do. She plans activities to respond to their specific needs to narrow any possible gaps in their learning. n Partnerships with parents are strong. The childminder keeps them updated with the progress their children are making. For instance, she sends them photographs of activities children have enjoyed throughout the day. Parents are clearly happy with the quality of the service provided. They make written

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need to do better?

9 October 2019 comments, such as, 'My child settled exceptionally well' and, 'There is a very warm and welcoming feel from the childminder and her home'. n Children develop safe, secure relationships with the childminder. This is illustrated when they receive a cuddle when they are feeling tired. The childminder responds extremely well to this and settles them down to sleep in their buggy. n The childminder gathers a generally good range of information about children when they first start attending. This includes routine information, such as sleep and feeding patterns. However, she has not yet fully considered how she could extend this further in order to meet children's emotional needs to an even higher level. n The childminder is keen to support children to develop self-help skills, such as using the potty when they are ready for this stage. She uses appropriate resources, such as storybooks with children's favourite characters, to prepare

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need to do better?

children and encourage them to talk about it. n The childminder prepares children well for life in modern Britain. She talks about how she helps children to share, value each other's opinions and contribute positively to the experiences she provides. n The childminder accesses training and is keen to enhance her skills to a higher level. She reflects upon many aspects of her provision and seeks the views of parents to support her self-evaluation even further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder places a high priority on children's safety in the home and on outings, such as the school run. She talks to children about keeping safe as they walk home and uses measures, such as holding hands or safety reins, where appropriate. The childminder's home and garden are safe and secure for children to access. The childminder has a good understanding of child protection. She recognises signs and symptoms of possible abuse to children and knows who to contact if she has any concerns about a child's welfare.

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should:

n provide further opportunities for children to develop positive attitudes to learning, such as high levels of concentration and perseverance n extend information gathered from parents and carers when children first start attending to support their emotional needs even further.

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Setting details

Unique reference number EY543401 Local authority Darlington Inspection number 10123411 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 0 to 9 Total number of places 6 Number of children on roll 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Darlington. She operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n The inspector discussed with the childminder how she organises her provision and her aims for the early years foundation stage curriculum. 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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Inspection activities

9 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

9 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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