Cattermole, Pamela Jean

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 thrive at this very friendly and welcoming setting. They are happy and settled as they play imaginatively with dolls and toy trucks. Children build strong bonds with the childminder, who is calm, caring and kind. Relationships are very respectful. The childminder encourages children to use manners and play cooperatively together. Children learn to share and take turns as they investigate with toy bolts and screws. They focus well and are fully engaged in their play. There is a very strong emphasis on children being and learning outdoors. Children benefit from daily fresh air and exercise in the childminder's spacious, enclosed garden and through trips and walks around the local area.

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The provision is good

The childminder provides lots of praise and encouragement. This helps to increase children's confidence and self-esteem. The childminder is specific with her praise. This helps children to clearly identify and celebrate their achievements. The childminder knows her children well. She is able to clearly identify where children are in their development and the support they need to move on in their learning. Regular daily routines help children to feel secure and develop their independence. The childminder encourages children to take off their own coats and shoes, put away their water bottles and wash their hands. There is strong support for children's well-being. The childminder helps children to learn how to keep themselves healthy and safe, through good hygiene routines for example. Children learn about road safety and how to stay safe around animals.

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need to do better?

n The childminder provides strong support for children's learning. She models new skills and provides clear instructions. The childminder follows children's lead in their play. She encourages them to think of their own solutions to problems. For example, the childminder supports children to think of how best to secure paper from a roll onto a flat surface, so that they can colour and draw. n There is good support for children's developing communication and language skills. The childminder talks to children as they play, so that they hear lots of language. She leaves plenty of time during questions for children to respond. n The childminder plans good support for early literacy. She takes children on regular trips to the local library, so they can choose their own books to read and explore back at the setting. n There is a very strong emphasis on children developing their physical skills. The childminder encourages children to climb, swing and balance on equipment in

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need to do better?

her garden. Children develop their coordination, such as they make marks with pens and twist toy bolts into place. n Overall, the childminder supports children to manage their behaviour. She has realistic expectations and promotes positive behaviour. However, the childminder

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need to do better?

30 January 2025 does not consistently explore with children how their behaviour might impact on the feelings of others. n Children learn first hand about their local community and the wider world outside the setting. They enjoy exciting trips to museums, soft-play centres and a local aquarium. They benefit from taking part in workshops where they sing, dance and become familiar with other languages, such as Spanish. n Children enjoy rich opportunities to learn about the natural world. They take part in forest school activities and gardening. Children plant vegetables, explore with mud and enjoy digging in the childminder's garden. n Feedback from parents and carers is excellent. Parents have high for praise the childminder, who they describe as exceptional, patient, caring and warm. They say they feel well informed about their children's day and are very happy with the progress their children make. Parents very much appreciate the advice and

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need to do better?

support she provides. n The childminder has built strong links with the local school. She understands the importance of working with other professionals in education and health who are involved with children in her care. This helps to create a consistent approach to support for children's learning and their eventual move on to school. n The childminder has a positive attitude towards her continuous professional development. She has identified further training to complete to develop her already good knowledge still further. This includes training relating to support for children with special educational needs and/or disabilities. n The childminder gathers parents' views, including information on how well children settle after starting at the setting. She reflects well on experiences for children. The childminder is passionate about her work and the quality of the service she provides.

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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 develop opportunities to explore with children the impact of their behaviour on the feelings of others n continue with professional development to raise the already good quality of the provision.

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Setting details

Unique reference number EY554237 Local authority Durham Inspection number 10383300 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 19 Date of previous inspection 4 February 2020

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Information about this early years setting

The childminder registered in 2017 and lives in Bishop Middleham. She operates all year round, from 7.30am to 5.30pm, Tuesday to Thursday, except for bank holidays and family holidays. The childminder also offers wraparound care, before and after school from Monday to Friday and during school holidays. She provides government funded childcare.

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Inspection activities

n The childminder explained how she organises her setting and plans the curriculum and experiences for children. n The inspector discussed with the childminder how she helps to keep children safe. This included evidence about first-aid training and suitability of those living on the premises. n The childminder and inspector reflected on an activity together. The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector took the views of a number of parents into account.

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Inspection activities

30 January 2025 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

30 January 2025 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

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

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