Childminder in Durham

Inspection dates

Previous inspection date 12 October 2017 12 June 2017

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

◼ The childminder has successfully addressed the actions and recommendation from the last inspection. She is committed to making further improvements. ◼ The childminder provides an interesting range of toys and resources for children to choose from freely. This helps them to become independent. ◼ The quality of teaching is good. The childminder gains information about what children enjoy and can do when they start at the setting. She uses this to plan a wide range of fun activities. Children make good progress. ◼ Children are happy and settled. They form strong bonds with the childminder. This supports their emotional development well. ◼ Children learn to behave well. The childminder is a positive role model. She shows children how to be kind and caring to others. ◼ The childminder encourages children to persist when trying new activities. She praises them frequently for their efforts. Children are becoming confident and show a sense of

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It is not yet outstanding because:

◼ The childminder does not consistently involve parents in their children's learning as fully as possible. ◼ The childminder has not yet established a highly focused programme of professional development to help drive forward future improvements to the quality of teaching and learning.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

◼ enhance the range of methods that support parents to contribute towards children's learning ◼ strengthen the targeted programme of professional development to help ensure that good practice is continuously improved.

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Inspection activities

◼ The inspector observed the quality of teaching activities and assessed the impact of these on children's learning. ◼ The inspector talked to the childminder and staff at appropriate times throughout the inspection. ◼ The inspector evaluated the success of an activity with the childminder. ◼ The inspector looked at documentation, including evidence of the suitability of adults living at the premises. ◼ The inspector took account of the views of parents.

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Effectiveness of the leadership and management is good

Arrangements for safeguarding are effective. The childminder has a secure knowledge and understanding of the signs of abuse. She is clear about her role in protecting children from harm, for example, she knows what to do in the event of any allegations being made against members of the household. Regular risk assessments are carried out around the home and garden, including for use of the trampoline and for a range of outings. This helps to ensure that risks are minimised to help keep children safe. The childminder has recently completed further training in safeguarding which includes information about the 'Prevent' duty guidance. This extends her safeguarding knowledge and impacts positively on the quality of the service provided. Overall, partnerships with parents are good. Parents highly value the support that the childminder provides for individual children's needs.

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Quality of teaching, learning and assessment is good

The childminder encourages the development of children's communication and language skills well. For example, the childminder responds enthusiastically to children's attempts at saying new words. She continually introduces and repeats new words clearly to help with their pronunciation. Young children listen carefully and follow instructions to find toys hidden in a play tent. The childminder asks simple questions to support their good understanding. Children delight in sharing their favourite books with the childminder. They chuckle happily as she sings familiar songs and rhymes. This helps to support the development of their early literacy skills. Young children enjoy exploring using all of their senses. For example, they investigate what they can do as they prod, pull and roll a large ball of coloured dough. They learn to handle a range of appropriate tools well.

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Personal development, behaviour and welfare are good

The childminder provides tailored settling-in sessions to help children to settle quickly and well. The childminder is aware of the importance of healthy lifestyles. Children follow good hygiene routines. Children gain an understanding of how to keep themselves safe. For example, they follow good hygiene procedures. The childminder provides a variety of healthy meals and snacks, including a range of fruit and vegetables. Children benefit from plenty of opportunities for fresh air and physical exercise, including playing in the garden. They go out on trips to local parks and playgroups. These experiences help to build children's self-esteem and social skills. Children gain an understanding of their wider community and are beginning to understand about the world around them.

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Outcomes for children are good

Children are motivated and eager learners. They make good progress in all areas of learning and are gaining the necessary skills for their future learning and the eventual move to nursery and school. Children approach challenging activities with a positive attitude and confidence. They are becoming independent, for example, when they attempt to put on their own shoes and coats.

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Setting details

Unique reference number EY482366 Local authority Durham Inspection number 1101414 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 12 June 2017

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Telephone number

The childminder registered in 2014 and lives in Peterlee. She operates all year round from 7am to 7.30pm, Monday to Saturday, except for family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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