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 very happy in the childminder's care. They are settled and seek out the childminder for reassurance when they are upset. Children have a good relationship with the childminder. They are clearly happy as they move around confidently. They laugh in delight as they play peekaboo and look through their legs at the childminder. Parents comment that they know their children are safe, happy and well cared for. Children are very safe in the childminder's home. Her home is clean and well maintained. She is very attentive. For example, the childminder acts swiftly when children bump their arm. She immediately checks to ensure children are not injured. She provides cuddles and reassurance until she is sure everything is fine.

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The provision is good

The childminder has high overall expectations for children's learning. For example, she seizes opportunities to reinforce counting and colours. She actively promotes counting as she plays alongside children or looks at books with them. Children behave well. The childminder is patient and reminds children of her expectations. For example, she reminds children to sit down with the glue. When younger children have emotional meltdowns, she uses good techniques, such as distraction, to calm them down.

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need to do better?

n Children play in an exceptionally well-thought-out environment. The childminder identifies what she wants children to learn. These are linked to children's experiences at home. For example, she provides opportunities for role play, such as cooking and shopping, to build on children's experiences at home. n The childminder is keen to improve her practice further. She has attended manadatory training to keep her knowledge and skills up to date. She has identified further training to improve her teaching further. For example, the childminder talks about the impact of the COVID-19 pandemic on children's communication and language. She has identified training to strengthen her understanding further. n The childminder has an in-depth understanding of where children are in their learning. She identifies precisely what they need to learn next and plans how she can help children to make good progress in their learning. For example, she

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need to do better?

focuses on modelling counting through play to help children develop their counting skills. This helps children make good progress in their learning. n The childminder supports children's communication well, overall. She listens carefully and repeats and extends what children are saying. She comments on what children are doing. The childminder uses books well to develop communication. For example, she talks with children about the illustrations in books. However, the childminder provides fewer opportunities for children to

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need to do better?

9 December 2022 express their thoughts and ideas. For example, she asks questions and rephrases them before she gives children a chance to express themselves. n Children concentrate well for their age. This is evident as they concentrate for a long period, sticking tissue paper lights onto a tree. They learn to use glue sticks, turning the base when they need more and begin to talk about colours and quantities. They persevere as they try to fit jigsaw pieces together. They begin to try things out, such as turning them around to fit them in. n The childminder helps children to manage their own personal hygiene. She is attentive and responds quickly when children indicate they need to wipe their nose or have their nappy changed. She talks to parents about how they can work together to help children to move on to the next level. She talks about the importance of washing hands before eating. n The childminder establishes strong relationships with parents. Parents get a

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need to do better?

wealth of detailed information about their children's day and how it has supported their learning. For example, she shares information about activities that children have enjoyed. She explains how it supports their physical development. This keeps parents informed about what their children are learning. n The childminder has not yet thought about ways that she can work in partnership with other settings that children attend, particularly those that she does not have direct contact with. This means that the childminder does not have a thorough understanding of what children are learning in nursery and how she can support them further.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how she can keep children safe. She shows an excellent understanding of the signs and symptoms of abuse. She talks confidently about her local safeguarding partnership procedures and knows what she would do if she had a concern. She talks about safeguarding concerns in the local area, including exploitation of children and adults. She takes effective action when she identifies hazards in her home. For example, her front door is locked as is the door to her utility, where she stores cleaning fluids and domestic appliances.

p.3

should:

n strengthen communication and language even further, particularly in relation to giving children time they need to express their own thoughts and ideas n improve partnerships with other settings that children attend to establish a consistent approach to supporting children's play and learning.

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Setting details

Unique reference number 2584989 Local authority Durham Inspection number 10251100 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 2 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in September 2020 and lives in Durham. The childminder operates term time only on Tuesdays, Thursdays and Friday except for bank holidays and family holidays. Operating times are from 8am until 5.30pm.

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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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector around her home and explained how she organises her curriculum to support children's learning. n The inspector observed children playing and evaluated the quality of their learning. n Parents provided written feedback for the purpose of the inspection. n The inspector spoke to the children and the childminder at appropriate times throughout the inspection. n The childminder evaluated an activity with the inspector. n The inspector looked at a range of documentation, including those relating to the childminder's suitability.

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Inspection activities

9 December 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

9 December 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

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

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