Childminder EY552060

Overall effectiveness Good

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

p.1

The provision is good

Children are settled and content in this warm and friendly setting. They play confidently alongside one another and move freely between activities, showing they feel safe and secure in the familiar environment. Strong attachments with the childminder and her assistants give children the reassurance to explore and try new things at their own pace.

p.2

The provision is good

Children are curious and motivated learners. They become absorbed in creative activities such as colouring and proudly share their work with adults and peers. Outdoors, children eagerly chase and pop bubbles, laughing as they experiment with how to wave the wand themselves to make more. Others dig in the sand with determination, experimenting with filling and emptying containers and creating simple structures together. These experiences nurture perseverance, problem- solving and early mathematical awareness while also promoting social interactions. Younger children and babies closely watch their older peers and copy their actions, which helps them to build confidence and learn new skills through observation and repetition.

p.2

The provision is good

The childminder and her assistants are good role models. Children behave well, listen to reminders and follow routines willingly, such as tidying away toys or preparing for snack time. Children have a positive attitude to learning, enjoy the activities on offer and show pride in all they can do.

p.2

need to do better?

n The childminder and her assistants know the children well. They plan learning around children's needs and interests and use regular observations to monitor progress and identify next steps. However, occasionally, planned activities do not have clear learning intentions, and interactions are not always focused on what children need to learn next. This limits how effectively children's progress towards their individual next steps is promoted. n The childminder and her assistants support children's communication and language effectively. They listen carefully to what children say and ask questions that extend learning. For example, when playing with coloured blocks and other objects, children are encouraged to use words to describe what they see. This helps to extend their vocabulary and builds confidence in naming colours. n Children's physical development is supported well through a wide range of large-

p.2

need to do better?

and small-muscle challenges. For example, children copy dance movements from action songs, ride on wheeled toys and balance carefully across stepping stones outdoors. Indoors, they use tools and crayons for mark making. These experiences promote coordination and control, ensuring children develop the skills they need for future learning, including early writing.

p.2

need to do better?

25 September 2025 n The childminder and her assistants introduce early mathematical concepts through play. Children use blocks and stickers to sort, match and compare, and babies practise simple stacking games. These experiences help children to begin recognising patterns, understand number and develop the problem-solving skills they will need for future learning. n The childminder supports children to develop their understanding of the world. She introduces them to different festivals and traditions, such as Diwali and Remembrance Day. These opportunities help children to recognise similarities and differences between themselves and others and promote respect for diversity. n The childminder and her assistants promote children's independence through well-established routines. For example, children wash their hands before eating, and even the youngest children help one another by passing drinks at snack

p.2

need to do better?

time. These responsibilities give children a sense of pride and help them to become confident and independent learners. n The childminder ensures that her assistants complete mandatory training, such as first aid and safeguarding. However, while there are some systems in place for supervision and monitoring, these do not focus sharply enough on developing assistants' professional knowledge and skills to strengthen their teaching practice. This means assistants are not always fully supported to enhance their interactions, which reduces the overall impact on children's learning. n The childminder has positive partnerships with parents. She shares information daily about children's progress and offers ideas for activities to try at home, which helps parents to support learning further. Parents describe how much their children enjoy attending the setting and praise the range of experiences offered. This promotes consistency between home and the setting and supports

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 focus interactions with children more precisely on curriculum intentions to promote children's progress towards their next steps in learning n strengthen the arrangements for the supervision and monitoring of assistants to support teaching further.

p.3

Setting details

Unique reference number EY552060 Local authority Durham Inspection number 10399029 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 9 Number of children on roll 14 Date of previous inspection 18 November 2019

p.4

Information about this early years setting

The childminder registered in 2017 and lives in Spennymoor, County Durham. During term time, she operates Monday to Thursday from 7.15am to 5.30pm and Friday from 8am to 2.30pm. During school holidays, she operates Monday to Thursday from 7.15am to 5.30pm and Friday from 8am to 1pm. The childminder holds an appropriate qualification at level 3. She works with assistants and provides funded early years education for eligible children.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. 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 to the inspector about what they enjoy doing while with the childminder and her assistants. n The inspector talked to the childminder's assistants at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between the childminder, her assistants and the children. 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.

p.5

Inspection activities

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.

p.5

Inspection activities

25 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6