Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 29 April 2015 15 December 2014

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This inspection: Good 2

Previous inspection: Inadequate 4 How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 Teaching is good because the childminder understands how to promote children's learning and development successfully. As a result, children make good progress and this helps them to be ready for the next stage of their learning and school.  The childminder interacts positively with children, effectively encouraging their vocabulary and language skills. Children become very confident communicators and active learners because of the childminder's strong teaching.  The childminder successfully promotes children's emotional well-being. Children are settled and display a strong sense of belonging. They have formed close attachments with the childminder. This is as a result of her warm, caring approach and the effective settling-in sessions.  The childminder places a high priority on keeping children safe. She has a good understanding of child protection procedures. Effective steps are taken to reduce

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This provision is good

potential dangers in the home and on outings.  The childminder evaluates her service and seeks parents' and children's views through questionnaires to identify areas for improvement. She takes action to address these and has successfully addressed the actions and recommendation made at her last inspection to improve both the welfare and the learning and development of children.

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It is not yet outstanding because:

 At times the childminder does not use questions effectively to further promote children's thinking and reasoning skills.  The childminder's professional development focuses on essential aspects of training, rather than being specifically targeted at developing first-rate teaching skills.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 enhance opportunities for children to develop their thinking and reasoning skills further, by giving them time to consider questions and their answers carefully.  build on good practice by being proactive in seeking further ways to develop first-rate teaching practice.

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Inspection activities

 The inspector spoke with the childminder throughout the inspection and interacted with the children.  The inspector observed activities in the home and carried out a joint observation with the childminder.  The inspector looked at evidence of the childminder's suitability, children's development records, and a range of other records, policies and procedures.  The inspector discussed the childminder's self-evaluation and how she seeks and includes the views of parents and children.

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who attend. This is good

The childminder engages well with parents to establish what children enjoy and can do at home and regularly observes children during their play and learning. This information is used to plan teaching and learning opportunities to support children to achieve the next stage in their learning. Due to effective teaching, children become confident and independent learners and make good progress. The childminder is excellent at following children's interests and their lead in play. She is always on hand to support and encourage them to try things for themselves and to persevere with new skills. For example, children delight in being able to get a bottle of milk out of the fridge and pour themselves a drink. When they show an interest in water, the childminder fills the water tray up so they can play in it. The childminder talks to children and asks them questions throughout their play. However, in her enthusiasm she occasionally answers the question herself rather than

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who attend. This is good

pausing to give children time to think of a response themselves.

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good

The childminder has a very calm and consistent manner when caring for children. Their behaviour is good and she takes a consistent approach to managing it. Children develop an understanding about managing their own safety. For example, they tell the childminder to mind her fingers as they may get hurt, when shutting a drawer. Regular visits to toddler group and soft play help children learn how to mix with other children and share resources. This helps to prepare them emotionally for the move to nursery or school. Children experience a healthy lifestyle through daily physical activity, good food and hygiene practices. They visit the shops to select fruit to make a salad. This generates discussion about what is good for you. The childminder ensures that children develop self- care skills. For example, she guides them through learning to put their own shoes on.

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provision is good

The childminder clearly understands how to implement the requirements of the Early Years Foundation Stage. She has updated her knowledge and understanding of the learning and development requirements and this has had a significant impact on the quality of children's learning and development. She carries out regular observations and assessments. This means she can effectively identify, and take action to narrow, any gaps in children's learning. The childminder keeps up with essential training, such as first aid and safeguarding. However, there is not enough focus on how the childminder is continuing to improve her good teaching skills further. The childminder has good relationships with other settings that children attend. She values the importance of sharing information and children benefit from a shared approach to their care. Partnerships with parents are strong. They are frequently updated on their children's progress and their

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provision is good

views and input are sought at every opportunity. This means effective procedures are in place for them to continue their children's learning at home.

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Setting details

Unique reference number 318886 Local authority Newcastle Inspection number 1002654 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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Name of provider

Date of previous inspection 15 December 2014

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Telephone number

The childminder was registered in 1990 and lives in Newcastle upon Tyne. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted 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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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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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Telephone number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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