Childminder, Out-of school day care in Newcastle upon Tyne

Inspection date

Previous inspection date 16 July 2015 22 May 2012

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This inspection: Good 2

Previous inspection: Good 2 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

 The childminder has high expectations of children. She provides innovative and fun activities that maintain their attention, sustain their interest and build upon their prior learning. Therefore, children make good progress in their learning and gain the skills needed for their move to school.  Children are happy and settled in this welcoming and homely environment with a childminder who cares for them well. The detailed information that the childminder seeks from parents when children begin ensures that she knows children very well. Therefore, she responds to their every need, fostering their emotional well-being.  The childminder is truly dedicated to her role and committed to continued improvement. She understands the importance of seeking the views from parents and children on a regular basis to inform her practice. Therefore, children benefit from good quality care and education.  The childminder is a good role model and teaches children to share resources, take

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This provision is good

turns and attempt to resolve their own conflicts during play. As a result, children play cooperatively, respect one another and develop good social skills.  Children are highly valued in this inclusive setting. The childminder engages all children well and supports those with special educational needs and/or disabilities effectively with communicating their needs and emotions.

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It is not yet outstanding because:

 On occasions, the childminder does not always help to prepare younger children for changes in their daily routine so that they have time to bring their play to a close.  There are opportunities to strengthen the partnerships with parents so that parents are able to review their children's progress and contribute their thoughts more regularly.

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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

 help younger children to prepare for any changes in their daily routine so that they have plenty of time to bring their play to a close  strengthen the good partnerships with parents by providing more opportunities for them to review children's progress and contribute their thoughts on a more regular basis.

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Inspection activities

 The inspector toured the areas used for childminding.  The inspector took account of the views from parents and carers spoken to on the day of the inspection.  The inspector observed children both indoors and outside.  The inspector conducted two joint observations with the childminder during planned activities.  The inspector held discussions with the childminder and the children throughout the inspection.  The inspector examined a range of documents, including evidence of suitability checks, the policies and procedures, children's learning files and a record of the childminder's training.

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who attend. This is good

Children develop good social skills and enjoy the responsibility of initiating their own play themes. The childminder is skilled, knowing when to intervene to support and extend play. Children are good communicators. The childminder teaches younger children to repeat new words to develop their breadth of vocabulary and asks older children a good range of questions to promote their thinking skills. Children take an active role in their play. They use tools for a purpose when exploring creative media and materials, and gain an understanding of the world when learning about living things and their habitats. The childminder teaches children about how sounds are blended together to form words, in order to develop their early literacy skills. She keeps parents informed of what children are engaging in so that learning can be extended at home. However, the childminder does not provide enough opportunities for parents to review children's learning on a regular basis,

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who attend. This is good

so that they can contribute their thoughts more often.

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good

The childminder forms good relationships with children through robust settling-in procedures that are tailored to their needs. She engages in conversation with children so that they feel valued and fully assured as parents leave. The childminder supports children in developing good self-care skills and an understanding of how to adopt a healthy lifestyle to promote their physical well-being. She works closely with parents where there are changes to children's care routines, to ensure a consistent approach is maintained. However, on occasions the childminder does not always prepare younger children for changes to their daily routine, such as when moving play from the indoors to the outdoors. Consequently, younger children do not always have time to prepare and bring their play to a close. The childminder confidently works together with other settings that children attend to share information about children's care and learning. She provides many

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good

opportunities for children to share their experiences with their friends, which prepares them well socially for their future moves.

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provision is good

Children's safety is highly prioritised. Children are continually supervised, both indoors and outside, and effective daily checks ensure that any potential risks are minimised. The childminder has a good understanding of child protection and clearly knows the procedure to follow should she have concerns. The well-qualified childminder has a wealth of knowledge and experience. She is truly committed to continued improvement and regularly attends further training, conducts her own research and meets up with other local childminders to discuss good practice ideas. The childminder aspires to improve and uses what she learns to make effective enhancements to her provision, in order to raise the quality of care and learning for children. She monitors children's progress effectively so she can swiftly identify and support any gaps in learning. She works very closely with parents to support children with special educational needs and/or disabilities.

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Setting details

Unique reference number EY438509 Local authority Newcastle Inspection number 874665 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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Telephone number

The childminder was registered in 2011 and lives in Newcastle-Upon-Tyne. She operates all year round, from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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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