Salmon, Jill Marie

Inspection date

Previous inspection date 7 September 2015 15 March 2011

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The childminder holds a level 3 childcare qualification which gives her a good understanding of how children learn. This enables her to teach effectively. Consequently, all children make effective progress, regardless of their age or capabilities.  The childminder accurately assesses children and identifies the next steps for their learning. She then uses this information effectively to plan activities that will extend children's learning and support their progress.  Children are kept safe and feel secure at the setting. The childminder shows a clear understanding of her responsibilities to protect children from harm and knows what to do if she has any concerns.  The childminder effectively promotes children's emotional well-being. She forms secure attachments with the children and is very caring and attentive to their needs.  The childminder manages children's behaviour very well. She ensures that children

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This provision is good

know what is expected of them and promotes a culture of mutual respect. As a result, children behave very well and learn to share and take turns.  Parents speak very highly of the childminder and value the work she does with children to support their learning.

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It is not yet outstanding because:

 The childminder has not focused her professional development sufficiently on improving her teaching skills so that children make the best possible progress.  Partnerships with other settings that children attend are not fully established, and do not focus enough on children's learning and development.

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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

 focus professional development more effectively to develop first-rate teaching practice so that children make the best possible progress  share more information with the other settings children attend to enable children to build on the learning that takes place elsewhere.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held discussions with the childminder at appropriate times throughout the inspection.  The inspector looked at relevant documentation, such as children's learning and development records.  The inspector spoke to parents and looked at written feedback during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The childminder understands and meets all legal requirements, and safeguarding procedures are effective. She evaluates her practice and sets targets for improvement that raise the overall standard of her practice. She regularly checks that children continue to make progress. The childminder attends required training, such as first aid so she is able to meet the children's needs. However, she does not focus her professional development on raising the quality of teaching to the highest level. Consequently, children's progress is not as rapid as possible. Partnerships with parents are good. Continuity in children's care and learning is actively encouraged. However, partnerships with other settings are not as secure. Information about children's learning is not shared. Therefore, the childminder is not able to fully complement the learning that takes place elsewhere.

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Quality of teaching, learning and assessment is good

The childminder observes children and tracks their progress accurately. Children enjoy their learning because the childminder plans exciting play and learning experiences based on their interests, which support their progress in all areas of learning. She also gives children lots of attention and time to explore their ideas and lead their own play. Therefore, they are engaged and motivated to learn. The childminder joins in enthusiastically and plays along with the children. She maximises opportunities during planned activities to introduce new vocabulary and teach children new concepts and skills. She promotes early reading, writing and number skills well when supporting older children, which helps them to be ready for moving on to school. The outdoor environment is very well resourced and the childminder uses it well to extend children's learning experiences.

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Personal development, behaviour and welfare are good

The childminder forms secure relationships with children and parents. The environment is warm and welcoming, and children are very happy and settled. The childminder teaches children to manage their own care needs and gives them small tasks to complete. She consistently praises their efforts and celebrates their achievements. This has a significant impact on children's growing independence and confidence. The childminder is a good role model with a calm and kind approach. As a result, children are respectful and are learning to understand the needs and feelings of others. The childminder prompts children to think about risk as they play so they begin to learn how to keep themselves safe. The childminder provides nutritious meals and children have lots of opportunities for fresh air and exercise. This helps to promote healthy lifestyles as well as their physical well-being.

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Outcomes for children are good

Children are confident, motivated and enthusiastic to learn. The childminder knows children's capabilities well. She challenges them appropriately and provides extra support when necessary to accelerate their progress. Therefore, all children are making good progress in relation to their individual starting points. The childminder promotes key skills, which help children to be prepared for the next stage in their learning.

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Setting details

Unique reference number EY263645 Local authority North Tyneside Inspection number 860593 Type of provision Childminder Day care type Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Name of provider

Date of previous inspection 15 March 2011

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Telephone number

The childminder was registered in 2003 and lives in Cullercoats. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate 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 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 .

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Telephone number

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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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