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 Not applicable

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The provision is good

Children are happy and settled in the welcoming, home-from-home environment. They enjoy and understand the familiar routines offered, helping them to feel safe and reassured. Children form close relationships with the childminder, who is alert to their need to have a rest or a sleep. This contributes positively to children's emotional development and well-being.

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The provision is good

Children play alongside the childminder, who offers them cuddles and emotional support when needed. Responding to the childminder's lead, younger children delight in babbling into a play telephone, pretending to chat to their mummy. This caring, hands-on approach is helpful for those children whose language skills are just starting to develop.

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The provision is good

The childminder has high expectations of children's learning and behaviour, regardless of their backgrounds or prior experiences. She treats every child as an individual, shaping what she offers to meet their ever-changing needs and interests. As a result, children are progressing well in their learning and development.

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The provision is good

The childminder has considered the impact of the COVID-19 (coronavirus) pandemic and has adapted her routines. Parents do not normally enter the home, helping to keep her and the children safe. She has found additional ways to stay in contact with the parents, using the telephone and social media. As a result, parents continue to receive regular feedback about children's learning and development.

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need to do better?

n The childminder has a well-developed curriculum. She knows what she wants children to understand and learn, and is clear about how to help each child reach their true potential. The childminder makes good use of her resources. However, she offers a small range of different types of materials and does not plan enough sensory experiences to help children develop their understanding of the world around them. n Children's speech and language skills are developing well. The childminder encourages younger children to listen out for sounds around them. They hear the rhythmic siren of a police car getting louder and closer. Building on what children already know, the childminder reminds them of the fire engine they heard earlier. This helps children to understand new experiences and make further progress in their learning. n The childminder uses a wide variety of songs and rhymes to help maintain children's interest in language. When hearing 'Incy Wincy Spider', younger

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need to do better?

children giggle as she tickles them by moving her fingers up their backs, like a

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need to do better?

14 June 2021 spider. They are very engaged and become excited, saying 'again'. She talks constantly to children about what she is doing, helping them to hear new words and phrases. Older children talk freely about their activities and are proud when they recognise the first letter of their names. n Children play outdoors and get exercise in the fresh air. They learn about nature as they gaze at a snail or smell a buttercup. They practise their physical skills as they jump and run in the garden or ride in a toy car. The childminder focuses on health and safety, keeping close by as children climb up the steps on the slide. n Children who are physically more able enjoy further challenge. They explore larger play equipment as they play in the local park. Children develop their small muscles in fun ways. For example, they try to twist knobs, push down handles or move barrel locks back and forth. n Children eat healthy and nutritious food, sitting socially at the table. Care

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need to do better?

routines are effective, helping to keep children safe. Children learn why it is important to wash their hands after using the toilet or playing in the garden, and before they eat. n The childminder liaises with other professionals to support children and their families, where necessary. She values ongoing training to widen her knowledge and help improve her practice. However, the childminder does not seek the views of parents or children when she reflects on what she does. n The childminder is a good role model, teaching children to be gentle and kind, even to their toys. She responds positively to children and praises them for their achievements, however small. This means that children behave well and are respectful of others. n The childminder is skilled at adapting what she does to meet children's different learning needs. For example, she chooses another route to school so children can see house numbers. This helps children to build up their confidence,

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need to do better?

counting in a fun and purposeful way. n Partnerships with parents are well established. Parents value the childminder highly and say she is 'like family'. The childminder shares what children do and achieve on a daily basis, giving parents further ideas to help extend their children's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the signs and symptoms of abuse and neglect. She has a good understanding of local safeguarding procedures. The childminder knows what to do and who to contact should she have a concern about a child's well-being. She has undertaken training and research relating to wider safeguarding issues. For example, she has learned about county lines, breast ironing and female genital mutilation. The childminder understands the need to keep up to date with the correct national guidance documents for safeguarding. She ensures that her premises are safe, secure and appropriately maintained. She pays careful attention to any dangers or risk of harm when children are playing.

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should:

n plan more sensory experiences to help children build their confidence with different textures and develop a better understanding of the world around them n reflect on and find ways to actively seek the views of parents and children, to raise the level of self-evaluation and make improvements for children.

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Setting details

Unique reference number EY553729 Local authority Durham Inspection number 10143624 Type of provision Childminder

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Registers

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

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inspection

Total number of places 5 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Stanley, County Durham. She operates from 8am to 5pm, Monday to Thursday, all year round, apart from bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and offers funded education to four-year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in the evaluation of the setting. 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 observation with the childminder. n The inspector looked at a range of documentation. She also checked evidence of the suitability of the childminder and adult members of the household. n The inspector took account of the views of parents through telephone calls.

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Inspection activities

14 June 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

14 June 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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