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

The childminder's warm and caring approach puts children at ease. Children show a strong sense of belonging, for example, when they pause their play for a quick hug from her. They play happily and confidently. Children are very keen to tell visitors about the fun they have. The childminder's home is filled with songs and laughter. Her playful approach, along with the joy she shows in her role, creates a very positive atmosphere where children flourish. Children are highly motivated and inquisitive learners who clearly love to learn more. They glow with pride when the childminder consistently praises their efforts and show high levels of self-esteem.

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The provision is good

The curriculum has a sharp focus on supporting children's communication skills, which the childminder considers to underpin all of their learning. The impact of this is evident in children's remarkable language skills. They are extremely articulate, and they exceed the expected levels of language development for their age. For example, children who have just turned two years old speak in full sentences. They ask, 'Can we sing five little ducks next please?' The childminder models good manners and respect. Children learn to consider the needs and feelings of others. They are polite and kind. Children benefit from the childminder's consistent and fair boundaries. They learn right from wrong and behave well.

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need to do better?

n Children eagerly join in inviting activities that appeal to them. For instance, when they show interest in animals, the childminder provides a play tray with a farm theme. Children enjoy washing and feeding toy animals and counting them and comparing their size. The childminder extends this further by singing songs and reading stories that are linked to the theme. Children become absorbed in their learning, and they concentrate very well. n The childminder knows the children in her care very well. She uses accurate assessments of their abilities to help her to prioritise what she will teach them next. This helps children to build successfully, and quickly, on what they already know and can do. The childminder identifies any areas of development where children may need extra support, then tailors activities to accelerate their learning. This helps to ensure that all children make very good progress and

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need to do better?

achieve well. n The childminder provides activities that are relaxed and unhurried. She gives children plenty of time to work through their ideas during play. When children change the direction or theme of an activity, the childminder follows their lead, providing further resources and encouragement. Children are motivated learners who experiment, create and investigate. They learn to solve problems that they encounter during their play. n Children benefit from plenty of fresh air and exercise and nutritious, home-

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need to do better?

7 June 2024 cooked meals. This helps to support their good physical health. However, the childminder sometimes overlooks ways to teach children about the importance of good hygiene routines, such as the reasons why washing their hands is important. n Parents praise the childminder for the 'loving environment' she provides and the 'brilliant bonds' their children make with her. They contribute to assessments of their children's learning and work alongside the childminder to extend their children's learning at home. The childminder seeks feedback from them, for example, by sending regular questionnaires. This contributes to her good capacity for continuous improvement and development. n The childminder uses the funding she receives for children's early education to enrich their experiences. For example, she provides outings to places of interest, such as museums, parks and play centres. The childminder recognises that some

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need to do better?

children missed out on social experiences due to the COVID-19 pandemic. She takes them to group activities, such as 'messy playgroup', to help them to develop confidence in a larger group of children. n There is a clearly evident focus on children's safety and welfare. The childminder completes stringent checks on her home, on places visited during outings and on all routines and experiences that she provides. This helps her to ensure children's safety while in her care. The childminder maintains excellent knowledge of how to identify children who may be at risk from abuse or neglect. She knows how to support families encountering difficulties and how to refer any significant concerns to protect children from further harm.

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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.

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should:

n teach children even more consistently about the importance of good hygiene routines.

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Setting details

Unique reference number 550089 Local authority Durham Inspection number 10346964 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 6 Date of previous inspection 30 August 2018

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Information about this early years setting

The childminder registered in 2001 and lives in Annfield Plain, Stanley. She operates all year round, from 7.30am to 5.30pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a relevant childcare qualification at level 3. She provides funded early education for two-, three- and four-year-old children.

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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 her evaluation of the childminder. n The childminder showed the inspector around the areas of her home that are used for childcare. She discussed her early years foundation stage curriculum and how she organises her provision. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector spoke to the childminder and the children at appropriate times during the inspection. She took account of parents' views from the written feedback that was provided. n The childminder provided a selection of documents for inspection.

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Inspection activities

7 June 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.

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Inspection activities

7 June 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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