Childminder in North Tyneside

Inspection date

Previous inspection date 4 April 2016 Not applicable

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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 has good teaching skills and a secure understanding of the Early Years Foundation Stage. She provides interesting and challenging experiences that meet the needs of all children.  The childminder makes accurate assessments of children's learning. She uses her good knowledge of children as well as formal observations to help her identify and plan for their next steps in learning.  The childminder forms strong partnerships with parents. Regular information is shared with parents about the activities their children enjoy. The childminder encourages parents to share information about their children's achievements at home.  Children settle easily and develop a strong emotional attachment with the childminder. They play happily in a homely environment and are confident to make choices and decisions.  Children's behaviour is good. The childminder teaches children to share and take turns.

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This provision is good

She praises children frequently so that they gain confidence and develop high levels of self-esteem.

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It is not yet outstanding because:

 The childminder has not recently accessed professional development opportunities, to help develop her teaching skills to an even higher level.  Self-evaluation does not have the exceptional detail to help identify ongoing priorities and plans, in order to secure continuous improvement.

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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 professional development so that it focuses more specifically on developing an expert knowledge of teaching and learning  enhance the way in which self-evaluation is used to help increase the potential to deliver the highest-quality provision and outcomes for children.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector viewed the areas in the home used for childminding.  The inspector completed a joint observation with the childminder.  The inspector held discussions with children and the childminder at appropriate times during the inspection.  The inspector looked at all relevant documentation, such as, children's records, policies and procedures and evidence of the suitability of those living and working on the premises.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder understands how to protect children from harm and what action to take should she have any concerns about their welfare. She makes regular checks so that the environment remains safe, which effectively supports children's welfare. The childminder continually reviews the activities and experiences she offers children to ensure that they reflect their interests and stage of development. The tracking of children's progress is effective and is used to identify any gaps in children's learning. The childminder attends mandatory training, such as safeguarding and paediatric first aid. She holds a relevant early years qualification, which gives her a good understanding of how children learn and enables her to teach effectively.

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Quality of teaching, learning and assessment is good

Children's communication and language skills are effectively promoted. The childminder talks with children and provides a commentary to describe what they are doing. She asks questions to help support their developing language and thinking skills and gives them time to answer. Children learn about shape and space as they become competent at fitting jigsaw pieces together. The childminder helps children to persevere and learn new skills. She offers support and praise which has a positive impact on the progress they make. Young children are supported with their physical development as they are supported to join construction pieces. The childminder takes regular opportunities to model mathematics during play and daily routines. Children count and compare objects during their independent play. They explore and experiment with creative materials and are keen to show and are clearly proud of the models they have created.

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Personal development, behaviour and welfare are good

The childminder collects a wealth of information about children before they start. This enables her to respond swiftly and meet their care needs effectively. The childminder is a good role model and provides clear guidance about her expectations of behaviour. Children are well behaved, happy and secure in the childminder's care. Children respond well to the childminder's sensitive manner and help to tidy away toys when they are finished with them. The childminder understands the importance of establishing good partnerships with other settings that children attend. Children learn about healthy lifestyles as they talk about the different foods and are encouraged to try new foods. They have opportunities to be active and engage in physical activities, such as playing outside in the garden and while on outings.

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Outcomes for children are good

Children have regular opportunities to attend local groups. They develop good levels of confidence and self-esteem as they socialise with other children and adults. Children are keen and motivated learners and enjoy their learning, displaying interest, curiosity and enthusiasm. Their independence skills are developing well. All children make good progress in their learning from their starting points. They are developing the key skills and attitudes needed for the next stage of their learning, including school.

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Setting details

Unique reference number EY466290 Local authority North Tyneside Inspection number 972347 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 10 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014. She co-childmind's from her sister's home in Killingworth. She operates all year round from 7am to 6pm, Monday to Friday, except for 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

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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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