Childminder in Durham

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

The childminder is kind, caring and nurturing. Children confidently move around her home deciding what they would like to do. The childminder supports children's interests well. For example, children select farm animals and play with them imaginatively. The childminder is sensitive to children's needs. For example, babies' routines are followed carefully, and they are held to help soothe them when they are upset. This helps to promote their emotional well-being. Children are happy and safe in the setting. The childminder has adapted her procedures due to the COVID-19 (coronavirus) pandemic. Parents now leave their children at the door. Children are happy to see the childminder and separate from their parents with ease.

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The provision requires improvement

Overall, the childminder plans learning experiences to challenge and extend children's knowledge and skills. She works closely alongside children to support their achievements. For example, the childminder supports babies to develop their large-muscle skills in preparation to take their first steps. The childminder has high expectations for children's achievements and a relaxed teaching style. Children thrive in this supportive environment and make some progress in their learning. The childminder provides nutritious meals and snacks for children. Children have good opportunities to learn about good hygiene routines, such as washing their hands before lunchtime and after stroking pets. The childminder explains to children that they need to wash their hands to remove germs.

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need to do better?

n Generally, the childminder has good systems to observe and assess children's development. However, she does not have procedures in place to complete the progress check for children aged between two and three years. This means that the childminder misses opportunities to help her to identify any emerging gaps in children's development. n The childminder encourages parents to share information about their children each day on arrival and collection. Parents are kept well informed about their children's time at the childminder's home through messages and photos. However, the childminder does not use the information that she gathers from parents about what children can already do when they start at the setting. This means that the childminder cannot plan effectively from the very beginning. n Overall, the childminder supports children's language development well. Children are becoming confident communicators who show a strong understanding of

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need to do better?

language even before they can speak. The childminder listens and responds sensitively to babies' babbling. She creates a language-rich environment throughout the day to ensure that all children hear a wide vocabulary. However, she does not consistently correctly pronounce words. For example, she uses

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need to do better?

12 October 2021 words such as 'piggy' and 'ta' instead of 'pig' and 'thank you'. This means that children do not always hear the correct pronunciation of words. n While the childminder generally reflects on the quality of her setting, she does not make best use of supervision sessions with the assistant. The childminder does not consistently support her assistant to enhance their knowledge and skills further. n The childminder's interactions with children are effective. For example, she gets down to the children's level and joins in with their play. Children enjoy exploring toys that support their early understanding of technology. They learn how to post coins into an interactive toy to make it light up and play music. n The childminder has good systems to share information with other early years settings that children also attend. This means that there is a consistent approach to working in partnership with other professionals to continue to support

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need to do better?

children's care and learning. n Children have daily opportunities to be physically active and enjoy the fresh air. For example, they enjoy walks to the park, dance classes and visits to local attractions. Children enjoy regular visits to local playgroups where they socialise with other children. n Overall, the childminder successfully plans activities that are suited to children's capabilities. She follows children's emerging interests in play and, as a result, children are motivated to learn. For example, when children are engaged in sensory play, she introduces toy farm animals to further support their learning. n The childminder has high expectations of children's behaviour. She helps children to develop a sense of right and wrong. The childminder is kind, considerate and a good role model for children. Children behave well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of her role to protect children. She has attended relevant safeguarding training. The childminder has written procedures in place which outline the correct steps to take should she have concerns about the well-being of a child. She knows what to do if an allegation is made against her, her assistant or a family member. The childminder has a good knowledge of wider safeguarding issues, such as children being exposed to extreme views or behaviours. The childminder carries out robust risk assessments to ensure that her property is safe.

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Due date

12 October 2021 develop procedures to complete the progress check for children aged between two and three years. 29/10/2021

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should:

n gather more detailed information from parents about what their child can do when they first start at the setting n adapt the curriculum to ensure that the correct use of words and vocabulary is modelled and promoted consistently n develop the supervision procedures to further support the assistant to raise the quality of teaching even further.

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Setting details

Unique reference number 2522109 Local authority Durham Inspection number 10208114 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 6 Number of children on roll 14 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Durham. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year- old children. She works with an assistant.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector around the setting and discussed how she ensures that it is safe and suitable for children. n The inspector spoke to children during the inspection. n The childminder and the inspector observed and evaluated an activity. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector took account of the views of parents through telephone conversations and written feedback.

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Inspection activities

12 October 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

12 October 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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