Harrop, Kelly

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

p.1

The provision is good

Children are very settled and happy at this welcoming, warm and friendly setting. They form very strong bonds with the childminder, who is patient and kind. The childminder gets to know children in her care very well. She is very caring and builds relationships with children that are respectful, positive and fun. The childminder provides strong support for children's personal, social and emotional development. She encourages children to make simple decisions. For example, she supports children to choose what colour sticker to have and whether they would like red or green grapes at snack time. Children focus and engage happily in play. They are curious and motivated to learn.

p.2

The provision is good

Children benefit from daily fresh air and exercise. The childminder helps them to learn about their local community and the natural world, such as through trips to the park and farm. They visit hens at a local allotment and enjoy walks with the childminder's pet dog. Children enjoy healthy meals and learn good hygiene routines. Regular daily routines help children to feel secure. They are confident and growing in independence. For example, the childminder encourages children to wash their hands themselves and safely chop their own fruit. She supports children to be kind and play together well. Children take turns and share as they play imaginatively with a toy farm and create pictures with stickers and glue.

p.2

need to do better?

n The childminder understands well where children are in their development and how to support their individual next steps in learning. She provides clear instructions and models new skills. The childminder plans a variety of activities and experiences that excite children and extend their learning. n The childminder praises and encourages children. This helps to raise their confidence and self-esteem. However, the childminder does not consistently tell children specifically what they are being praised for, in order for them to clearly recognise their achievements. n The childminder introduces new and descriptive words as she talks to children about their play. She repeats children's words to show them they are understood. Children use props and story sacks to explore favourite stories, songs and rhymes. This helps children to develop their communication and language skills well. n The childminder plans good support for children's physical development.

p.2

need to do better?

Children develop strength and balance as they climb, run and stretch at the local park and during trips to soft-play centres. n Children learn how to use their hands in different ways. For example, the childminder encourages them to make marks with pens, carefully spread glue with glue sticks and complete jigsaw puzzles. This supports children to develop

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need to do better?

17 March 2025 their coordination. n Children develop their imaginations, for example, as they role play with shopping items and dressing-up clothes. They make pretend meals and drinks in the toy kitchen. The childminder plans trips to role-play centres and sensory play to expand children's experiences further. n The childminder helps children to recognise and name different shapes and colours as they play. Children count the numbers of stickers they use and how many legs there are on a toy spider. They explore the size and position of toys and how colours come in different shades. This helps children to extend their understanding in mathematics. n The childminder provides children with gentle reminders for positive behaviour. However, she does not consistently explore with children the impact of their behaviour on others. n Parents and carers have high praise for the childminder, who they describe as 'professional', 'loving' and 'compassionate'. They say that their children love

p.2

need to do better?

coming to the setting and that they are happy with the progress their children make. Parents comment that they feel well informed about their children's day and praise the exciting and fun-filled activities on offer. n The childminder has experience of caring for children with special educational needs and/or disabilities. She understands the importance of working with other professionals in education and health involved with the children at the setting. This helps to create a consistent approach to support for learning. n The childminder has a very positive attitude towards continuous professional development. She keeps her skills up to date and makes the most of opportunities to expand her already good knowledge further. n The childminder gathers the views of parents and reflects well on experiences for children to help her plan continuous improvements. She is dedicated to her role and committed to outcomes for children in her care.

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

should:

n support children to recognise their achievements more clearly n help children to understand more fully how their behaviour impacts on others.

p.3

Setting details

Unique reference number EY416495 Local authority Durham Inspection number 10380334 Type of provision Childminder

p.4

Registers

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

p.4

inspection

Total number of places 7 Number of children on roll 12 Date of previous inspection 5 June 2019

p.4

Information about this early years setting

The childminder registered in 2010 and lives in the Consett area of County Durham. She operates during term time, from 7.30am to 4pm, Monday to Thursday. The childminder holds an appropriate qualification at level 3. She provides government funded places for childcare.

p.4

Inspection activities

n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder 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 the suitability of those living on the premises. n The childminder and the 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.

p.4

Inspection activities

17 March 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

17 March 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

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