Childminder 313460

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

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The provision requires improvement

Children are happy and settled in the childminder's care. Their well-being and happiness are of utmost priority to the childminder. She is acutely aware of factors that can affect how safe and secure children feel. The childminder consistently considers their needs and feelings throughout all activities and routines. Her kind, gentle manner and constant reassurance help children to quickly develop a sense of belonging. She teaches this compassion to children, encouraging supportive relationships and positive attitudes.

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The provision requires improvement

Although there are some weaknesses in the childminder's assessment procedures, she tailors her teaching well, overall, to the individual needs of children. Much of her curriculum is delivered through outings and group activities in the local area, and she is careful to include activities that cover all aspects of children's development. For example, children develop confidence during large-group activities in the community. Visits to parks and play areas give children plenty of opportunities to develop their physical skills, such as running, climbing and balancing. Overall, this helps all children to learn more. However, due to delays in seeking professional advice, the childminder is not able to further develop strategies to support all children, particularly in their language skills and their emotional development.

p.2

need to do better?

n The childminder has not provided all parents with a written summary of their children's development at age two, which is a statutory requirement. However, she continually and accurately assesses children's learning and the progress that they make. This helps her to identify children who may take longer to reach age- related expectations. She shares her concerns verbally with parents. n The childminder has not established arrangements to share information with other professionals to provide more effective and consistent support for some children. For example, where appropriate, she does not engage with support services before children start to attend her setting. Furthermore, she has not considered seeking advice and guidance on how to help children who are at risk of falling behind in their learning to make better progress in their communication skills. n Children enjoy learning. The childminder encourages a love of books and reads

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need to do better?

to children often to help them to learn new words. Children cuddle close to her on the sofa to listen to stories while she reads with enthusiasm. They develop their creativity when they collect leaves and use them to make a picture. The childminder introduces children to numbers, shapes and counting when they fit bricks into a shape-sorting puzzle. Children respond well to the childminder, welcoming her involvement in their play.

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need to do better?

10 October 2024 n There is a good range of resources, which the childminder rotates according to children's interests. Children have plenty of opportunities to make choices in their play, for example, when choosing their favourite toys from the 'bits box'. This contributes to children's motivation and curiosity. Children are active learners who learn to solve problems during play. For example, they work out how to connect track pieces to form a ramp to push their toy trains down. n Clear guidance and boundaries help children to learn right from wrong. When some children struggle with these, or become frustrated, the childminder is extremely patient. Her soothing approach helps children to feel calmer. However, the childminder has not accessed further professional development to help her to extend her understanding of strategies to help children to manage their emotions and regulate their behaviour. n Parents have a high degree of trust in the childminder. They consistently report

p.2

need to do better?

that she puts their 'mind at ease' when their children are in her care. They describe the childminder as 'kind, caring and compassionate', and say their children are happy and make good progress during their time with her. The childminder works with parents to help children to develop new skills through a shared approach. For example, consistent support for toilet training helps children to master this quickly. n Children benefit from warm, caring relationships with the childminder. Her approach is extremely inclusive and all children are welcomed and valued as individuals. Routines flow with the needs of the children. The childminder is quick to respond to cues, such as recognising when children are tired. She meets their care needs quickly.

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

Due date

provide all parents with a written progress check for children at age two that includes a written summary of children's development in the prime areas 30/11/2024

p.3

Due date

10 October 2024 establish and maintain arrangements to share information with other professionals 30/11/2024

p.3

Due date

undergo professional development to help to strengthen teaching, with particular regard to supporting children's communication and language skills and their emotional development more effectively. 30/11/2024

p.4

Setting details

Unique reference number 313460 Local authority Durham Inspection number 10364064 Type of provision Childminder

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Registers

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

p.5

inspection

Total number of places 6 Number of children on roll 7 Date of previous inspection 23 January 2019

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Information about this early years setting

The childminder registered in 2000 and lives in Stanley, in County Durham. She operates from 7am to 5.30pm, Monday to Thursday, all year round except for bank holidays and family holidays. The childminder provides government-funded places for childcare.

p.5

Inspection activities

n The childminder showed the inspector around the areas of her home used for childcare. She discussed her early years curriculum and how she organises her provision. n The inspector observed the interactions between the childminder and the children. She observed activities that children took part in and assessed the quality of teaching. n The inspector spoke to the childminder and the children at appropriate times during the inspection. n The childminder shared information and documents relating to how she leads and manages her provision. n The inspector sampled some documents that the childminder provided, including information about children and certificates from professional development. n Parents shared their views through written feedback, which the inspector took account of.

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Inspection activities

10 October 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

10 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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