Childminder in Durham

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Requires improvement

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The provision requires improvement

The childminder knows what she wants children to learn, and they are making steady progress. However, for some children, the activities that the childminder offers do not consistently provide good levels of challenge. For example, during story time, she does not use available opportunities to build on children's interest in counting. As a result, some children lose focus and do not gain from the activity. Younger children are not fully supported to develop their early communication skills. For example, on occasions, children use baby words, such as 'ducky' or 'doggy'. The childminder does help children to learn how to pronounce the words correctly. Therefore, younger children are not gaining a rich range of vocabulary.

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The provision requires improvement

Children have secure bonds with the childminder and demonstrate that they feel safe in her care. Children's emotional and care needs are effectively met as the childminder uses information from parents to gain a good understanding of all the children in her care. Children initially found it difficult to say goodbye at the door as their parents do not enter the childminder's home due to the COVID-19 pandemic. However, the childminder provided consistent routines to enable them to adapt to the changes. As a result, children feel reassured and are secure when their parents leave them.

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need to do better?

n The childminder does not place enough emphasis on her professional development to raise the quality of her teaching. She is keen to improve the quality of education and has completed some training on how children learn and develop. However, the childminder does not use this learning in her day-to-day practice. n The childminder does not provide enough targeted support to ensure identified gaps in children's communication skills are addressed. Children who are a little delayed in their speaking do not receive timely support from outside professionals. As a result, children do not make the progress of which they are capable, and this puts them at risk of falling behind. n The quality of education is variable. The childminder's planning is not well sequenced and the more-able children are not challenged well enough. For example, some activities, such as sorting number bears, are too easy for them and offer little challenge. This does not fully support older children to make the

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need to do better?

best possible progress. That said, the childminder helps younger children to experience early mathematical opportunities and develop the small muscles in their hands as they count the bears and precisely place them into matching cups using the tweezers provided. n The childminder successfully promotes children's personal development. She encourages their good personal hygiene routines, such as regular handwashing

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need to do better?

21 February 2022 after messy activities or before eating. The childminder understands the importance of providing a healthy, balanced diet for children. She teaches them the importance of not having sugary drinks and snacks, and aims to teach them how to look after their teeth. The childminder talks to parents about how to provide healthy lifestyles at home. She also ensures that children have lots of opportunities to develop their physical skills. She takes them to local soft-play centres and parks where they can run around and explore. n A strength of the childminder is her awareness of the impact of the COVID-19 pandemic on children's social skills. She has addressed this by arranging opportunities to meet up with other childminders, so that children can gain confidence in mixing with other children. This has especially been welcomed by parents. They comment how their children 'are now able to meet up with an

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need to do better?

array of other children due to her organising play dates with their friends'. n Children are kind and considerate to each other. They willingly share the toys and resolve minor conflicts independently. The childminder provides opportunities for children to learn about respect and awareness of other faiths and cultures. For example, they enjoy doing crafts relating to different festivals. They sample foods from other countries and visit places of interest in the local community. The childminder also has a range of books that represent different societies. These opportunities help children to feel comfortable with their identity, which helps them to prepare for life in modern Britain.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder attends regular training to keep her safeguarding knowledge up to date. She has clear procedures to follow should she become concerned about a child's welfare or well-being. The childminder knows how to work with other agencies to help any vulnerable families in need of support. She has also completed specific training on subjects such as female genital mutilation. This helps her gain a deeper understanding of safeguarding issues that could be prevalent within the wider community. The childminder makes children aware of how to keep themselves safe. For example, she tells children why it is not safe to run around indoors with objects in their hands. She is also qualified to administer first aid, which means she could act quickly if a child sustained an injury.

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Due date

21 February 2022 provide more targeted support for children so that gaps in their speech and language skills are acted on swiftly to help them to make the progress of which they are capable 24/03/2022

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Due date

make links with outside agencies so that children who need additional support in their learning get the help they need 24/03/2022

p.4

Due date

improve the way intentions for each child's learning are implemented, planning a well-sequenced and challenging curriculum that supports children to make good progress. 24/03/2022

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should:

n embed knowledge gained from training to improve the quality of education and help children make good progress in their learning.

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Setting details

Unique reference number EY488562 Local authority Bury Inspection number 10226429 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 7 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder registered in 2015 and lives in Radcliffe, Manchester. She operates her service all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder 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 their evaluation of the childminder. n The inspector observed the childminder's interactions with the children throughout the inspection. n The childminder discussed her intentions for children's learning with the inspector. n The inspector spoke to the children and the childminder at appropriate times during the inspection. n Consideration was given to parents' written comments. n The inspector viewed a sample of documentation, including training certificates and children's records. n The inspector checked all areas of the premises used by children, including the garden.

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Inspection activities

21 February 2022 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

21 February 2022 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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