Eltringham, Vikkie

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 quickly form secure relationships with the childminder, who is kind and gentle with them. Babies look to her for comfort and enjoy being close to her. They confidently explore the environment and resources. Parents say that their children are happy to be in the childminder's care and look forward to their time at the setting.

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The provision is good

Children spend a great deal of time outside in the fresh air. They are frequent visitors to local parks. They enjoy exploring nature areas and collect leaves and conkers to use in creative activities. They enthusiastically engage in gardening activities, such as growing sunflowers. They learn about the different types of plants and what those plants need to help them grow. Their fine motor skills and hand-eye coordination develop as they dig the soil and plant the seeds. They are rightly very proud of the end results.

p.2

The provision is good

The childminder is a positive role model and teaches children about the importance of being kind to others. Children learn to share and take turns as they play together in the childminder's home and in larger community groups.

p.2

The provision is good

During the COVID-19 (coronavirus) pandemic, the childminder maintained contact with families via social media and telephone conversations. This helped to ensure that children were confident to return to the setting.

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need to do better?

n The childminder gets valuable information from parents about what children know and can do before they start. She uses this to help her plan the curriculum, so that children learn essential core skills to prepare for later learning. Children participate in, and learn from, a wide range of activities, both indoors and outdoors. n Children's speech development is given high priority. This is promoted through lots of conversations, stories and singing. The childminder recognises where children need extra support. She addresses this quickly to help them catch up with their communication and language. n The childminder provides many fun opportunities for children to develop their understanding of mathematics. For example, a planned game of hopscotch strengthens children's number recognition and counting skills. Their physical development also benefits as they hop and jump throughout the activity. n Children are encouraged to be as independent as possible. They quickly learn

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need to do better?

skills, such as using the toilet by themselves and taking off outdoor clothing. n Toys and resources are easily accessible to children to enable them to lead their own play. They engage well and even the youngest children show good

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need to do better?

13 October 2021 concentration skills. For example, they persevere with inset boards and manoeuvre the pieces into the correct place with support from the childminder. They delight in playing with sensory toys and quickly learn how to create noise and make lights flash on the interactive drum. n Good hygiene routines are introduced early to children. Children learn about the importance of handwashing after using the toilet and before eating. The childminder talks to them about the healthy foods she provides and encourages them to keep hydrated throughout the day. She uses storybooks to help her raise children's awareness of the importance of good dental hygiene. n Children are encouraged and supported to understand the diverse society in which we live. Cultural differences are respected and valued. Consequently, children learn to celebrate the differences in all people. n Parents speak highly of the childminder and the care she provides for their

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need to do better?

children. They say they are happy with the information shared with them about their child's care and learning. Partnerships with professionals in the other settings children attend are not as strong. Firm arrangements for sharing information are not in place to help children make the most progress. n The childminder clearly enjoys her role as a childminder and is keen to improve and develop her provision. She completes mandatory training and takes some steps to keep herself informed. For example, she reads updates and information from her local authority. However, she has not considered how she can develop her knowledge and skills even further to raise the quality of teaching to the highest levels.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a secure understanding of child protection. She recognises her role in helping to keep children safe from harm. She completes safeguarding training to keep informed of any changes in legislation. She knows what to do should she have any concerns about children's welfare. Close supervision and high expectations for children's behaviour when on outings helps to ensure their safety at these times.

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should:

n work with other settings that children attend to ensure that learning and development are fully and consistently promoted n implement a programme of professional development to raise the quality of practice and teaching to the highest levels.

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Setting details

Unique reference number EY559974 Local authority Durham Inspection number 10208860 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 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 2018 and lives in Spennymoor. She cares for children all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for three-year-old children.

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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 the evaluation of the setting. n The inspector observed the quality of teaching activities and assessed the impact of these on children's learning. 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 spoke to the childminder and children at appropriate times throughout the inspection. n The inspector took account of the views of parents and carers through telephone conversations. n A sample of documentation was viewed by the inspector.

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Inspection activities

13 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

13 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

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