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 Good

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The provision is good

Children thoroughly enjoy their time with the childminder and her assistant. They have created a home-from home environment where children thrive. Children confidently play together and take turns during activities. They giggle as they tickle the childminder with puppets and play 'tricks' on the childminder, saying the wrong type of animals. This shows that children feel at ease, secure and happy in the presence of the childminder and her assistant.

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The provision is good

The childminder gets to know children very well. She uses initial information from their parents to plan for their learning effectively. The childminder carries out regular observations and assessments to ensure that children make good progress. The childminder and her assistants are excellent role models. Children are polite and show respect for the childminder and the environment. Young children use good manners, such as 'please' and 'thank you', without prompting. The childminder provides praise and encouragement, which helps to develop children's confidence and self-esteem.

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The provision is good

The childminder supports children's communication skills well. She uses puppets, stories and songs to encourage children's developing speaking and listening skills. Children eagerly ask for their favourite stories. The childminder has developed a lending library so that children can take their favourite stories home. This helps to develop children's love of books.

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need to do better?

n Partnership with parents are effective. They comment on the exciting experiences and how much their children learn with the childminder. Parents appreciate how she prepares them for school and describe the childminder and her assistants as 'amazing'. The childminder works closely with parents, keeping them up to date with children's development and providing ideas of how they can further support their children's learning at home. n The childminder and her assistants attend regular training and implement this in their day-to-day practice, which supports better outcomes for children. For instance, they have attended training on healthy eating and give parents advice and support with regards to providing healthy packed lunches. The childminder regularly evaluates her practice. For example, she regularly meets with her assistants to discuss how they can improve the service they provide. The childminder provides her assistants with regular supervision sessions to monitor

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need to do better?

the quality of their teaching. n Overall, the childminder works well with other professionals. She liaises effectively with health visitors and local authority advisers. However, the childminder has yet to establish partnerships with other settings that children

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need to do better?

17 April 2024 attend. She shares some initial information when children first start, but does not consistently share information about children's learning. n Children's behaviour is good. The childminder and her assistant are supportive and give children praise and encouragement. When children need support to regulate their behaviour, the childminder and assistant are on hand to swiftly provide cuddles and reassurance. This helps to support children's emotional development. n Children get lots of opportunities to play outside and be physically active. The childminder regularly takes children to visit local parks to explore the world around them. Children attend a range of activities, including forest school and local playgroups. This helps to develop children's large muscle skills, balance and coordination. n The childminder plans the curriculum around children's interests. For instance, children relish playing 'hairdressers'. They use their imaginations as they pretend

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need to do better?

to wash, cut and dry the assistant's hair. However, occasionally, when carrying out creative activities, the childminder does not always enable children to develop their own creative ideas. n Young children are physically active, such as they enjoy shaking bells and tambourines. Very young children have many opportunities to develop skills of grasping and banging wooden spoons and moving to music. This helps children's hand-eye coordination and small muscle skills. n The childminder's curriculum is focused on developing children's communication and language. She provides a language-rich environment. The childminder and her assistant provide ongoing commentary, discussing what children are doing during activities. They use lots of repetition and ask age-appropriate questions. As a result, children's speaking and listening skills are developing very well.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n develop partnerships with other settings that children attend and share information about children's development to provide continuity in their learning n extend opportunities for children to express and represent their own artistic ideas and creativity in planned activities.

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Setting details

Unique reference number EY289090 Local authority Durham Inspection number 10335154 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 18 Number of children on roll 15 Date of previous inspection 6 June 2018

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Information about this early years setting

The childminder registered in 2004 and lives in Consett, County Durham. She operates all year round, from 7.15am to 4.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She works with two assistants. The childminder accepts funding to provide early education for children aged two, three and four years.

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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 childminder and the inspector carried out a joint evaluation of an activity. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke to the inspector during the inspection. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum.

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Inspection activities

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

17 April 2024 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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