Joanne Mullaney

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

p.1

The provision is good

Children are happy and form strong attachments to the childminder. The childminder provides a warm and friendly environment where children feel safe and secure. She provides reassurance and cuddles when children are unsure and require extra support. Children easily access a range of suitable resources and excitedly join in with activities. The childminder confidently differentiates activities to meet children's individual needs. For instance, she encourages younger children to snip the play dough with scissors, while older children cut it into four equal pieces.

p.2

The provision is good

During the COVID-19 (coronavirus) pandemic the childminder has become even more passionate about providing children with a wide range of activities outdoors. Children play in the garden and take great pleasure in planting and growing their own flowers and vegetables. They talk excitedly about their visits to the local farm. Children delight in feeding the lambs and collecting wildflowers to make potions. This helps them to be physically active and develops their understanding of the wider world and community.

p.2

The provision is good

Children's behaviour is good. They remember to use good manners and are kind and caring towards each other. They share resources well and take turns when selecting which craft materials to use. The childminder is a good role model and speaks calmly and gently to children.

p.2

need to do better?

n The childminder finds out about children's care needs and what they can do before they start with her. This allows her to plan to meet the needs of children and to assess where they are at in their learning. n The confident childminder plans a range of activities. She regularly observes and assesses children's learning. The childminder plans for what children need to learn next. Gaps in learning, as a result of COVID-19, are rapidly closing. n The childminder keeps parents informed about their child's day and what they are learning through regular discussions and her private social media account. Parents are exceptionally happy with the care and education the childminder provides. They comment that the childminder is 'kind, calm and very flexible'. n The childminder supports children's literacy skills well. For instance, children select their favourite books and enjoy cuddles with the childminder as she reads

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need to do better?

to them. In the garden, the childminder offers children smooth pebbles with characters from their favourite stories painted onto them. From these, children can select their favourite story to listen to in the fresh air. n The childminder encourages children to develop their independence and self- care skills. For example, the childminder teaches children to wash their hands

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need to do better?

24 May 2021 thoroughly and to sanitise them when they come indoors. This helps to prevent the spread of infection. At snack times, children skilfully peel and cut up their own banana. n Overall, the childminder supports children to develop their communication and language skills well. The childminder speaks clearly and listens intently to children. She introduces new words, such as 'sticky', to describe the texture of play dough. However, at times the childminder does not give children enough time to think and respond to her questions and prompts. n The childminder evaluates her practice and seeks the views of parents. The childminder takes up opportunities to enhance her professional development. For instance, she has recently completed training on behaviour management. n Younger children are fascinated by how the new outdoor handwashing station works. They explore the taps and levers when the water begins to flow and

p.2

need to do better?

skilfully catch it in cups. They become deeply absorbed in their play and concentrate well. n The childminder encourages children to develop their mathematical understanding at every opportunity. She supports children to count, recognise shapes and explore size and capacity. n The childminder creates a positive and friendly atmosphere within her home. Children are very sociable and form early friendships with each other. Older children interact well with younger children and sensitively include them in their play. n During the pandemic, parents comment how the childminder remained in touch through regular telephone calls. Children benefited further with videos from the childminder reading their favourite stories.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of the signs and symptoms of abuse and neglect. She knows what to do if she has any concerns about a child's safety or welfare. The childminder is familiar with wider safeguarding issues, such as extremist views and behaviours. The childminder carries out regular safety checks on her home to reduce any hazards. She has been following the government guidance during the COVID-19 pandemic. This helps to promote children's safety and welfare to the highest level. Children learn how to cross the road safely on regular walks and outings in the community.

p.3

should:

n give children the time they need to think about and express their ideas, and plenty of time to respond to questions.

p.3

Setting details

Unique reference number EY559614 Local authority Durham Inspection number 10190333 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in County Durham. She operates all year round from 8am to 5pm, Monday to Thursday, except bank holidays and family holidays. The childminder receives funding for two- and three-year-old children.

p.4

Inspection activities

n This is the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed an evaluation of a planned activity. n The inspector spoke with parents about the care and education being provided by the childminder. n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The childminder discussed with the inspector her learning intentions for children. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household.

p.4

Inspection activities

24 May 2021 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

24 May 2021 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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