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 form close attachments to the childminder and thoroughly enjoy their time with her. She is kind and caring towards the children. They enjoy her cuddles, comfort and reassurance when they are feeling a little tired and upset. The childminder has a calm manner and children really welcome her involvement in their play. Children benefit from their time with the childminder. They are very motivated and concentrate for good lengths of time on activities that interest them. Young children persevere well to master skills, such as fitting shapes into shape- sorter toys.

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The provision is good

Children have high levels of confidence, communicate well with others and make choices in their learning. They are proud of their achievements, and the childminder uses consistent praise to help support their self-esteem. For example, she encourages children to applaud their successes. Children behave very well. The childminder is a positive role model. She keeps consistent boundaries and actively encourages children to use good manners, be polite and say 'please' and 'thank you'.

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need to do better?

n The childminder enthusiastically engages in children's play. She supports younger children's communication and language skills well. For example, the childminder extends their words into simple sentences and introduces new words into their vocabulary as they play. She repeats words to children as they try to make themselves understood, to help them to recognise the correct way to say a word. n The childminder gives children clear explanations to extend their learning. For instance, she helps children to understand how a magnet helps shapes to stick on a board. n The childminder helps children to develop good mathematical skills. For example, as children explore shape-sorter toys, she introduces shape, colour and number language. n The childminder knows the children well. Generally, she has a good understanding about what the children know and can do. She uses the information effectively to help her to plan what they need to learn next. The

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need to do better?

childminder takes account of children's immediate interests and adapts her planning accordingly when she notices children are highly focused and engaged in play activities of their choosing. n Parents are very complimentary about the childminder and the support she offers children. The childminder has a good overall understanding of working in partnership with parents and other professionals to meet children's specialist care needs. She works in good partnership with other settings children attend

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need to do better?

28 November 2019 and shares information on children's progress. n The childminder finds out good information to support her knowledge of children's likes and previous experiences. However, she is not fully successful in gathering information from parents about what children can already do when they first start, to help her to plan activities and experiences from the outset. n Children benefit from regular fresh air and exercise. For example, they enjoy outings to the park and local wildlife areas. These experiences give children good opportunities to practise their physical skills. n The childminder regularly shares information with parents about their child's daily routines and experiences. However, she does not keep parents fully informed of their children's next steps in learning so they can further support their children's learning at home. n Children have frequent opportunities to learn about the wider world. They

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need to do better?

regularly visit local shops and the library. This provides children with real-life opportunities to develop their social skills and helps them to become familiar with their local community. n The childminder develops children's awareness of healthy lifestyles effectively. For example, she talks about how drinking water supports their good health. Children have good opportunities to rest quietly when they comment they feel tired. n The childminder continues to extend and develop her professional skills and expertise. For example, she has made good use of new learning to support two- year-old children in her setting to develop good communication and language skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding up to date. For example, she has recently undertaken further training relating to child protection. The childminder has a clear understanding of the signs and indicators that may cause her to be concerned about a child's welfare. She is clear about the procedures to follow to raise safeguarding concerns to the relevant authorities should she need to. The childminder has written policies which she implements effectively. She closely supervises children and teaches them about safety in the home.

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should:

n enhance partnerships with parents and gather information about what children can already do when they first start, to identify starting points for their learning n develop the good partnerships with parents through sharing information on how they can further support their child's learning at home.

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Setting details

Unique reference number EY452135 Local authority Durham Inspection number 10062746 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 3 Total number of places 6 Number of children on roll 3 Date of previous inspection 4 May 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Wolsingham, County Durham. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n The inspector looked at the areas of the childminder's home that she uses with children and discussed how she operates her provision. n The inspector observed children engaged in activities and the childminder's interactions with them. n The inspector looked at a sample of the childminder's documents, including evidence of training and the suitability of those living on the premises. n The inspector spoke with the childminder and children at convenient times during the inspection. n The childminder and the inspector jointly considered the impact of teaching on children's learning. n The inspector took account of the views of parents.

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Inspection activities

28 November 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

28 November 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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