Childminder EY555957

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 happy and calm and enjoy spending time with the attentive childminder. Her astute observations and knowledge of children help her plan a curriculum that supports children's learning and promotes their self-care and independence skills. The childminder spends equal time with all children, ensuring their welfare and well-being are always put first.

p.2

The provision is good

Children demonstrate a strong motivation and desire to learn. They explore their environment and ask questions to help them understand their world. For example, children talk about life cycles of various animals, such as the chickens they hatch, and make connections through their own experiences. They confidently ask for resources as they make choices and lead their own play. For example, as children paint they decide to use the paint to make potions. The childminder expertly joins in with the children's play and skilfully extends their ideas and thoughts as they excitedly chat and enjoy conversations with her.

p.2

The provision is good

The childminder has high expectations for all children. They respond well and listen carefully to instructions, such as when they experiment with how ice melts and discover the bugs inside. Children are prepared and ready for the next stage in their learning, such as when they go to school.

p.2

need to do better?

n The childminder works tirelessly to help children understand how to share and take turns. Younger children learn to manage their emotions, share toys and begin to play cooperatively with one another. The childminder patiently empowers children to do things for themselves. Older children show considerate behaviour and develop a very strong sense of responsibility, such as thoughtfully helping younger children to dress for outdoor play. n Children develop their mathematical knowledge well through the vast range of activities. The childminder regularly challenges children to count during activities. Children are keen to find numbers hidden in the foam and extend number recognition as they start to put 1 and 0 together to make 10 then 11 and 12. Children transfer these skills to other areas as they start to compare quantities, filling pots using various sizes of container. They competently discuss how the different size container impacts on the number to fill.

p.2

need to do better?

n The childminder has an accurate understanding of what children know and can do. She regularly assesses their development. She uses this information to plan what they need to know next and how she can support them to learn new skills. For example, the childminder uses a range of activities, such as paint, pipettes and table games to support what children need to learn next, such as early writing skills.

p.2

need to do better?

27 May 2021 n The childminder works extremely well with parents to gather information about children's care needs and educational starting points. She shares ongoing information through discussion, photographs and learning journey booklets. Throughout the pandemic, the childminder provided resources and activity suggestions to support parents and provide continuity for children's progress. She ensures that interests from home are extended in her setting. For example, a child's interest in Everest and mountain climbing evolves into collecting sticks to build dens. Parent's comment, 'Children love going to the childminder and are always happy. They are full of smiles and the care and education she provides is astounding'. n Children develop high levels of concentration and motivation, and persist at activities for sustained periods of time. For example, when children mix water into the sand the childminder encourages them to predict the change. She

p.2

need to do better?

provides a running commentary and introduces new words and vocabulary. n The childminder ensures that all checks are in place for everyone, including her assistant. They reflect on their practice and identify areas for development. They complete all statutory training. However, she has not yet implemented a carefully targeted programme for supervision and professional development for her assistant and herself, in order to raise the quality of teaching further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding. She understands the types of and signs of abuse and the action to take should she have any concerns. Robust risk assessments are completed to help keep children safe and protected. The childminder and her assistant have accessed training and keep up to date with changes in legislation. All adults within the home are vetted and the childminder holds a current paediatric first-aid certificate. The childminder teaches children how to manage risks and how to use equipment safely. For example, children carefully use knives to prepare fruit for snack.

p.3

should:

n develop the programme for professional development and supervision of the assistant and the childminder, in order to increase skills and develop the quality of teaching further.

p.3

Setting details

Unique reference number EY555957 Local authority Darlington Inspection number 10174658 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 2 Date of previous inspection Not applicable

p.4

Information about this early years setting

The childminder registered in 2018 and lives in Darlington. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at degree level and works with an assistant. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n This was 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 inspector carried out a learning walk with the childminder. They discussed the learning environment and how the curriculum is organised. n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The inspector observed and evaluated an activity with the childminder. n The inspector held a meeting with the childminder. She looked at relevant documentation, such as evidence of the suitability of household members. n The inspector took account of parents views through written feedback.

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Inspection activities

27 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

27 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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