Patterson, Angela Anita

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 in the homely environment. They arrive confidently and separate from their parents with ease. The childminder sets high expectations for children's behaviour. She ensures that she explains to the children what is happening so they understand routines and boundaries. Children know what is expected of them. When any disputes do occur, the childminder deals with them promptly and effectively. Children listen and respond positively to the childminder and want to help. For example, they delight in tidying up and proudly exclaim, 'It's tidy up time.' This allows them to learn good routines that will support them in their future learning.

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The provision is good

The childminder creates a curriculum to ensure that she meets children's individual needs and interests, and all children, including those with special educational needs and/or disabilities (SEND), make progress. For example, the childminder prioritises children's social development. She plans opportunities for children to practise turn- taking and sharing the equipment with each other. The childminder ensures that children have good opportunities to develop their thinking skills. For example, as they engage in an adult-led craft activity, the childminder teaches children about colours and numbers, and older children learn about 'more than' and 'less than'. Children develop the small muscles in their hands when they use glue sticks to stick items to their Halloween 'ghost'. They proudly show off their achievements, which builds their self-esteem.

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need to do better?

n The experienced childminder has a good understanding of how children learn. She plans a range of engaging activities to support children's development in all areas of learning. However, these are often adult led. This does not give children opportunities to direct their own play and prevents them from making their own choices. n Children develop an understanding of early mathematical concepts naturally throughout the day. For example, at snack time, the childminder helps the children correctly count the number of orange segments they have. This supports children to use numbers. n Overall, the childminder creates good opportunities for children to embed their language skills. For example, they sing rhyming songs and children sing along, showing familiarity with popular rhymes. Children engage in small-world play with cars. The childminder engages in children's play and asks them questions. However, the childminder uses a lot of questions during children's play, which

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need to do better?

results in them giving single-word answers. This minimises opportunities to extend children's communication development. n The childminder supports children's personal and social development effectively.

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need to do better?

24 October 2024 For example, she plans a range of play experiences with other childminders. They visit local parks, soft play and local playgroups. These experiences provide children with the opportunity to play with others and develop early friendships. n Children are taught the importance of healthy lifestyles. The childminder provides healthy snacks of fruit and water. She works with parents to ensure that healthy packed lunches are being brought to the setting. This creates a positive attitude towards healthy eating. n Children learn about the wider world. They are currently learning about Halloween. They learn about different cultures and celebrations, such as Chinese New Year, Easter and Christmas. This helps children understand their similarities and what makes them different from others. n The childminder communicates well with parents to share details of their children's care and development. She completes the progress checks at age two

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need to do better?

and reports are shared with parents. Parents say they are pleased with the progress that children are making and value the two-way communication they receive. This ensures that parents are thoroughly included in their child's care and learning. n The childminder is aware of her responsibilities to support children with SEND. She works closely with parents to help provide a consistent approach. However, the childminder has not fully explored how she can extend partnerships with other professionals. This would allow her access to further support in order to help increase children's overall levels of engagement further. n The childminder evaluates her practice daily. She considers how well children have enjoyed the activities and what she would do differently to enhance children's enjoyment next time. She takes opportunities to continue her professional development. For example, she takes part in online training to

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need to do better?

support her practice. This improves the already positive outcomes for children.

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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.

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should:

n strengthen opportunities for children to direct their own play to support their independent learning n develop children's communication and language skills further to encourage them to describe, share their thoughts and give explanations during their play n build on existing partnerships with other professionals in order to receive more support to help increase all children's overall levels of engagement further.

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Setting details

Unique reference number EY431557 Local authority Durham Inspection number 10364122 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 8 Date of previous inspection 25 January 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Durham. She operates all year round, from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 3. She offers the government funded places for childcare.

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Inspection activities

n The childminder showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this has on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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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