Childminder EY473970

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

The childminder's quiet, gentle and caring approach to her service means that children enjoy coming to play and learn. She provides a bright and stimulating learning environment, both indoors and outdoors. Children can choose what they want to play with easily, which helps to promote their independence. The childminder makes sure that all risks to children are minimised, enabling them to be safe from harm.

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The provision is good

Children are happy, settled and keen to learn. They appear emotionally very secure as they enjoy familiar routines and get praise for their efforts. For example, they know how to use a wipe to clean their hands. The childminder has high expectations of how children behave and of what they can do. She consistently promotes good manners, helping children to be polite to others.

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The provision is good

The childminder is well qualified and has a strong knowledge of how children grow and learn. She is a good and positive role model and provides a safe place where children can thrive. She puts the child at the heart of everything that she does. This means that children have many opportunities to fully develop their own interests and to learn new skills.

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need to do better?

n The childminder is warm, open and friendly. She gives children the chance to count objects and name basic colours. She tells them what is going to happen next. The childminder is aware of children's different ways of thinking and learning. For example, she notices when they line up trains, side by side. Children are enthusiastic to do craft activities. They delight in dipping the trains into coloured paints and watch the tracks and marks that the wheels make on paper. They smile and are very proud to see what they have created. n The childminder has a deeply nurturing attitude as she cares for the children. She sits alongside them as they play, helping to keep them interested. Children behave extremely well for their age. In turn, they learn to be respectful of others and of the resources they use. The childminder talks to them about what they are doing. However, she sometimes misses opportunities to ask them questions

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need to do better?

that help increase their knowledge and use of new words. n Children can access a wide variety of books to help with early reading. The childminder shares rhymes and stories with them, asking them simple questions about the objects they spot on the pages. Young children enjoy turning the pages, curious about how a book works. n Children eat healthy and nutritious food. They enjoy eating together as a social occasion. The childminder sits with the children and talks to them, supporting them if they need help. For example, she shows them how to eat their freshly

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need to do better?

23 January 2020 made wrap so that the food stays inside. As a result, children are confident and are developing a can-do attitude towards things that they try to do. The childminder offers children many opportunities to play outside in the fresh air. She takes them for walks and lets them explore her garden. n The childminder's teaching is good. She watches what children do on a regular basis, noting down how they are improving. Children are making good progress in all areas of their development, in relation to their starting points. The childminder thinks about what they then need to do, as individuals, to make more progress. She uses their interests to plan further challenging activities and experiences. This helps every child to develop the skills they need for future learning. n Partnerships with parents are strong and effective. The childminder shares information on a daily basis about what their children have done and learned.

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need to do better?

This means that parents are positive and value her provision. They comment favourably on the support she gives to children, particularly for helping them to settle in. n The childminder makes sure that her core training has been completed. However, she does not focus training sharply enough to learn new skills and develop her everyday practice to an even higher level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures that her safeguarding training is up to date and knows why it is important to protect children from extreme views and behaviours. She knows the signs and symptoms of abuse and neglect, and has a good understanding of the local safeguarding procedures. She knows what to do and who to contact if she has a concern about a child. Her home environments, both inside and outside, are securely maintained. She pays very careful attention to any potential dangers while the children are playing and during activities and routines.

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should:

n provide and extend opportunities to ask children questions that increase their vocabulary and raise their achievements even further n strengthen professional development to build on current early years knowledge and improve the quality of teaching to an even higher level.

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Setting details

Unique reference number EY473970 Local authority Durham Inspection number 10075682 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 11 Total number of places 6 Number of children on roll 20 Date of previous inspection 30 March 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Sacriston, Durham. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 4. She also runs provision for school-aged children in premises near to a local school. These sessions run from 3.30pm to 6pm, Tuesday and Thursday, during term time only.

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Inspection activities

n The childminder explained to the inspector how she organises her provision and supports children's learning. n The inspector observed the quality of teaching during activities and assessed the impact this had on children's learning. n The inspector completed a joint evaluation with the childminder. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector looked at a range of documentation and checked evidence of the suitability of the childminder and adult members of the household. n The inspector took account of the views of parents spoken to on the day of the inspection and through written feedback provided.

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Inspection activities

23 January 2020 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

23 January 2020 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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