Childminder in Darlington

Overall effectiveness Good

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

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The provision is good

Children are exceptionally happy on arrival. They have a strong sense of belonging as they find their name on pegs and hang up their coats. Children settle quickly as their friends greet them with smiles. All children make good progress in this home- from-home environment. Children develop strong attachments with the childminder. They are confident to talk and play with visitors. This shows how secure and safe children feel in the home. Children can choose from a wide range of toys and resources. They are confident to independently make choices about their learning.

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The provision is good

Children develop self-help skills. Two-year-old children eagerly put their shoes on to go outside. They prepare their own fruit during snack time. For example, the childminder encourages children to peel the skin from their bananas and chop them into pieces. The childminder talks to children in a kind and positive manner and is a good role model. She has high expectations for children's behaviour. She teaches children to share and take turns. Children eagerly share wooden spoons and bowls as they pretend to make soup outside. Young children do not give up while putting the containers in the correct spot, to catch the water from the outside water tap.

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need to do better?

n The childminder continuously assesses children's development and has a clear understanding of what they need to learn next. She confidently uses daily play to support children in developing their knowledge and skills. She uses her experience and knowledge to monitor children's progress. She quickly notices any weaker areas and offers support, so that children do not fall behind in their learning. n The childminder offers daily opportunities for children to explore books, songs, rhymes and musical instruments in their play. For example, children happily take part in song times, using musical instruments that they shake and bang. The childminder uses books to extend children's learning. For example, the children use props when listening to a favourite story. This helps to bring stories to life. n The childminder understands the impact that the COVID-19 pandemic has had on children's social development and confidence. As a result, children develop

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need to do better?

their social skills through visits to local playgroups. They learn about life outside the setting through trips that the childminder plans to local shops and museum. Children learn about nature and the natural environment through walks and visits to local parks and woodlands. n The childminder makes good decisions about when to intervene in children's play. For instance, children have time to explore toy food and pretend to cook. The childminder then extends their play and thinking as she shows children food

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need to do better?

22 November 2022 from her fridge. The children delight in exploring the colours and textures of the mushrooms, linking these to their previous play. They then explore where mushrooms grow. n The childminder is very skilled at modelling language for the children as they play. For example, when reading 'Dear Zoo', the children are asked to name the animals. The younger children confidently make the correct animal sounds. Children are hearing a rich range of words, which is strengthening their communication skills. n Parents are happy with the care their children receive, and feel their children make good progress. Parents speak highly of the childminder. Parents enjoy the amount of communication they receive. They love hearing how their children are throughout the day. n The childminder creates documents to track children's development. She shares this information with parents. Parents provide information to contribute to

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need to do better?

children's next steps in learning and their child's progress check at age two. That said, the childminder does not have a clear plan in place for sharing information about children's development with schools for their future moves. This means that children are not fully supported in their move to school. n The childminder undertakes further training and continues to build on her knowledge and experience. The childminder gathers views from parents and older children. However, the childminder has not considered how to use information gained from her evaluations of her setting effectively, to identify areas for improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps her knowledge of safeguarding up to date. She understands how to identify any concerns about children's welfare and to report these to the appropriate professionals. The childminder has a good understanding of the risks associated with extreme views and practices, and the effect that these could have on children. The childminder's home is safe and secure. The childminder keeps up- to-date records of children and records children's attendance accurately. The childminder supports children to keep themselves safe. For example, they help to sweep away water from the decking, so that they do not slip.

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should:

n strengthen partnerships with children's future schools to enhance the way in which information is shared, to better support children during their move n make effective use of information gained from self-evaluation to help identify and make continuous improvements, to gain the best possible outcomes for

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Setting details

Unique reference number EY490002 Local authority Darlington Inspection number 10229741 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 4 Date of previous inspection 31 January 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Darlington. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents. n The childminder and the inspector reflected on an activity together. The inspector observed the quality of teaching during activities and assessed the impact on children's learning. n The inspector read written feedback from parents to gather their views.

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Inspection activities

22 November 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

22 November 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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