Childminder 2736408

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children develop very good relationships with the childminder. Younger children thoroughly enjoy playing a game where she lifts them down a step outside. They run up the ramp with enthusiasm and wait at the steps, attempting to say 'again'. Children wait patiently as the childminder counts to three and giggle in anticipation. Parents believe that the childminder has been a big influence in helping children to become confident and outgoing. The childminder teaches children how they can keep themselves safe. For example, she shows children how to use a range of tools to prepare vegetables when making soup. This helps them to develop an awareness of how to use tools safely and with control.

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The provision is good

The childminder's curriculum is ambitious. She has thought about the skills that she wants children to learn over time. For example, she provides opportunities for children to develop their physical skills. Younger children learn how to hold things and older children develop their shoulder and elbow movements as they build with large blocks. This supports children's early writing. Children behave well and understand the rules. The childminder has established clear routines at lunchtime. Children respond well when the childminder asks them to line up to go inside. They know that they must sit on their chairs once they have washed their hands.

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need to do better?

n Children learn about healthy eating and the importance of eating fruit and vegetables. The childminder grows her own fruit and vegetables and encourages children to help her look after them. She plans a variety of meals using home- grown produce, which children help to prepare. This encourages children to try new fruit and vegetables so parents can introduce these into their diet. n On some occasions, the childminder does not make her expectations clear to children, particularly in group activities. For example, when children are singing songs, she does not consistently remind children of the importance of sitting down. As a result, some children stand up to see what is in the bag. This causes others to stand up and impacts on children's concentration. n Children make good progress in their communication. The childminder uses a range of strategies to help support children's language and communication. She

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need to do better?

identifies when children need further support and provides additional activities to help children to make the progress of which they are capable. This helps children to communicate with increasing confidence. n The childminder usually provides high levels of support and challenge to children. For example, children are fascinated as they explore the water pipes outside. The childminder talks to them about what is happening as they play. However, on occasion, the childminder does not provide the same levels of support and challenge to younger children. This sometimes impacts on their

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need to do better?

9 September 2025 engagement and concentration. n The childminder has a clear plan for her professional development. She identifies training that will strengthen her teaching and improve outcomes for children. For example, she has recently focused on developing communication and language learning in her setting. She has implemented key messages from training, such as giving children time and encouraging them to repeat what they are saying. n The childminder works effectively in partnership with parents when sharing information about children's progress. She talks to parents about where children are in their learning at home and plans additional activities to support this. An example of this is the recent focus on dental hygiene to help reinforce key messages about children brushing their teeth. Parents value the advice and guidance that the childminder gives. n The childminder encourages children to develop their independence. For

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need to do better?

example, at mealtimes, she gives children time to learn how to pour their own drinks and feed themselves. However, she does not consistently provide enough time for children to try to manage their own clothing. For example, as children line up to go outside, she checks which children have not got shoes on and puts them on for them. This reduces children's opportunities to learn how to do things themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture towards safeguarding that puts children's interests first.

p.3

should:

n make expectations at group times clearer to help children maintain high levels of engagement and concentration n provide even higher levels of support and challenge to younger children to strengthen their learning further n give children more time to do things themselves to help them to become more independent.

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Setting details

Unique reference number 2736408 Local authority Durham Inspection number 10405812 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 11 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2023 and lives in Spennymoor, Durham. She operates all year round, with the exception of bank holidays and family holidays. The childminder works with a co-childminder. They open from 7am until 6pm, Monday to Friday. The childminder has a relevant early years qualification at level 3. She provides government funded childcare for all eligible children.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her provision. n The inspector observed children playing and learning. n The childminder and inspector evaluated an activity. n The inspector took account of the views of parents. n The childminder showed the inspector a range of documents and explained how she keeps children safe. n The inspector spoke to the childminder and children at appropriate times during the inspection.

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Inspection activities

9 September 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

9 September 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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