Woodland, Clare

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 values the benefits of outings and visits to local places of interest. These form a large part of her curriculum plans and help children to build on their prior experiences. In her home, the childminder has both indoor and outdoor spaces that are dedicated to her childminding provision. This enables her to provide a consistent range of activities and resources that support children's learning and encourage them to repeat and practise new skills. For example, children climb, swing and balance when they use the large play equipment in the enclosed outdoor space. The childminder wants all children to do well and checks the progress that they make. She then plans ways to help them learn and remember more. Overall, this contributes to the good progress that children make.

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The provision is good

Children enjoy their time with the childminder. Her good arrangements for settling new children in to the group help to ensure that they quickly develop a sense of belonging. The childminder provides children with clear expectations of their behaviour and consistently reminds them of boundaries. This helps children to learn right from wrong and about ways to keep themselves safe. For example, they learn that they must not walk up the slide and, instead, must go up the steps carefully before sliding down.

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need to do better?

n The childminder understands the ways that young children learn. She plans activities in line with their interests that, generally, motivate them to learn. Children who are interested in light and dark show delight when experimenting with torches in a dark tent. They are keen and curious learners. n Accurate assessments of children's abilities help the childminder to identify what children need to learn next. She uses her findings to plan activities to help children to build on what they know and can do. For example, she supports children to draw, giving meaning to the marks that they make. Good teaching strategies, such as modelling how to hold a crayon and make marks, help children to develop new skills. n The range of children's ages and abilities during group times makes it challenging for the childminder to focus as well as possible on her specific aims for children's learning. Younger children, at times, choose not to participate or

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need to do better?

are restricted in their activities. For example, toddlers who need more support with developing their language skills lose interest at story time. Babies who are developing confidence in walking are carried to keep them safe around older children who swing and climb. n Children enjoy stories and songs. The childminder uses them to support children's communication skills. She encourages discussions and conversations that help older children to extend their vocabulary. However, at times, the

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need to do better?

9 October 2024 childminder's own speaking is too complex for younger children to understand. She sometimes overlooks the importance of using simple and clear words for babies and toddlers to hear, understand and learn to speak. n A main intention of the childminder's curriculum is to help children to develop social skills, confidence and to learn about the world around them. She ensures that children are involved in a range of experiences in the local community, such as group activities and visits to local parks and play areas. This is reflected in the feedback received from parents, who appreciate the number of outings children have and the friendships that they make. n The childminder is vigilant and ensures that children are well supervised at all times. However, at times when the childminder is busy with domestic tasks, such as tidying and preparing meals, children become less engaged in play and

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need to do better?

learning. They are less ready to learn when the childminder returns to involve them in teaching activities. n The capacity for continuous improvement is good. The childminder attends training courses, reads relevant articles and attends workshops. This has helped her to build on her skills and knowledge. For example, she has gained a deeper understanding of children's nutritional needs and advises parents about healthier options for packed lunches and appropriate portion sizes for young children.

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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 support younger children's learning even more effectively, for example by reviewing how group activities are organised n provide more consistent opportunities for babies and toddlers to clearly hear, understand and learn to speak new words n organise routine tasks more effectively to reduce times when children need to wait, and prepare them better for the next part of their day.

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Setting details

Unique reference number EY255055 Local authority Durham Inspection number 10363759 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 12 Number of children on roll 15 Date of previous inspection 8 January 2019

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Information about this early years setting

The childminder registered in 2003. She operates from Monday to Friday during school term times and Tuesday to Thursday during the holidays. She closes for bank holidays and family holidays. Opening hours are from 8am to 5pm. The childminder holds a relevant childcare qualification at level 3 and works with an assistant. She provides funded early education for children aged from one to four years old.

p.4

Inspection activities

n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. She talked about how she organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the childminder's interactions with children. She observed the quality of education being provided and assessed its impact on children's learning. n The childminder talked to the inspector about leadership and management matters. The inspector looked at relevant documents provided. n The inspector and childminder completed a joint observation of a group activity aimed at supporting children's language development. n The inspector spoke to the childminder, her assistant and children at appropriate times during the inspection. She took account of parents' views from written feedback provided.

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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

9 October 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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