Vickers, Mrs Elaine

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

p.1

The provision is good

Children are happy, safe and content in the childminder's warm and welcoming environment. They clearly enjoy being in the childminder's company and develop strong relationships with her. The childminder provides children who are new to the setting with cuddles and reassurance. This helps children to settle quickly and begin to play.

p.2

The provision is good

The childminder provides an ambitious curriculum. She understands what children need to learn next and provides an exciting range of activities to support and extend their learning. For example, children eagerly hunt for bugs. The childminder introduces words such as 'magnifying glasses' and 'binoculars'. Very young children explore using their senses. Older children repeat the names of the insects they find. The childminder then extends children's learning by reading the story of 'The Very Hungry Caterpillar'. Children listen with anticipation and excitedly identify the food the caterpillar eats. This helps to develop children's listening and speaking skills.

p.2

The provision is good

The childminder has high expectations for all children's behaviour. Children respect and care for one another. For example, older children are quick to show concern when young children fall over. They stop what they are doing to help their friends stand up. The childminder provides children with praise and encouragement. This helps to develop children's confidence and self-esteem. Children confidently cut up melon and pear. They are very proud of their achievements and are keen to show the childminder what they can do.

p.2

need to do better?

n Children have many opportunities to be physically active. They play in the childminder's well-resourced garden daily, where they practise new skills. For instance, older children learn to propel themselves on scooters. The childminder supports younger children to climb the slide. Children learn to throw beanbags and how to play hopscotch. This helps to develop children's balance, coordination and large-muscle skills. n Children are well behaved. The childminder is an excellent role model. Children follow instructions and the childminder successfully encourages them to share resources. As a result, children begin to play well together and develop close friendships. n The childminder builds very positive relationships with parents. She provides them with regular updates about their child's development. The childminder shares ideas with parents about how they can further support children's learning at home. Parents' written comments express that they would 'highly recommend'

p.2

need to do better?

the setting and describe how the childminder provides an exciting variety of

p.2

need to do better?

10 May 2024 opportunities and experiences for their children. n The childminder is committed to her professional development. She attends mandatory training, such as safeguarding and paediatric first aid. Additionally, the childminder meets regularly with other childminders to share ideas and good practice and keeps her knowledge up to date through regular training and webinars. n The childminder teaches children about the importance of being healthy. She teaches children about healthy practices, such as why it is important to wash their hands and brush their teeth. Children enjoy healthy snacks and meals. The childminder encourages children to chop their fruit at snack time. Very young children are encouraged to feed themselves at mealtimes. This helps children to develop their self-care skills. n Overall, the childminder supports children's language development well. She skilfully narrates as children play and correctly models words. The childminder

p.2

need to do better?

introduces new vocabulary, such as 'satsuma' and 'lasagne'. However, occasionally, the childminder asks questions in quick succession and does not give children enough time to think and respond. n Children develop their early mathematical skills well. For example, they delight in counting the fruit they see in a book and identify numbers in the garden. Children use numbers in their play, as they count the number of insects they feed to the pretend hungry caterpillar. n The childminder is clear in her intentions for children's learning. She gathers starting points from parents and further develops children's knowledge through her well-planned and sequenced curriculum. The childminder uses regular observations and gains a good understanding of children's stages of development. She knows children well and uses their interests to engage them in activities that extend their learning and development. As a result, children are

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n strengthen questioning skills to allow children enough time to think and respond to questions, to further support their language development.

p.3

Setting details

Unique reference number EY408387 Local authority Durham Inspection number 10335445 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 15 June 2018

p.4

Information about this early years setting

The childminder registered in 2010 and lives in Sedgefield, Stockton-on-Tees. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding to provide early education to children aged two, three and four years.

p.4

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 showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about their curriculum and what they want their children to learn. n Children spoke to and communicated with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents provided written feedback.

p.4

Inspection activities

10 May 2024 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.

p.4

Inspection activities

10 May 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6