Childminder EY472289

Inspection date

Previous inspection date 5 July 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 observes and assesses children's progress. Planning for future learning is based on a good knowledge of their individual learning needs. The childminder's teaching skills are good. She provides activities and resources that challenge and interest children.  The childminder promotes children's speaking and listening skills well. She provides them with language-rich experiences and encourages them to be as vocal as possible. Children are rapidly gaining confidence in their ability to speak to others.  Partnerships with parents and other settings are strong. The childminder fosters a cooperative approach to children's care and learning between parents and other settings that children attend. She routinely discusses children's progress with parents.  The childminder reviews her provision effectively to improve her practice. She identifies strengths and weaknesses and focuses on improving the service she provides.

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This provision is good

 The childminder develops strong relationships with children and parents, enabling the transition from home to the setting to be as relaxed as possible.  The childminder ensures her home is safe and secure. She promotes children's awareness of personal safety and risks well. She alerts them to possible hazards and dangers and then teaches them how to assess and minimise risks.

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It is not yet outstanding because:

 The childminder does not fully make the most of opportunities to continue developing young children's awareness of themselves as an individual.  Sometimes, children do not have opportunities to take part in a range of activities and experiences to help them learn about links between the food they eat and their health.

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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 the opportunities for young children to further develop their sense of themselves as a person  build on the range of opportunities to help children gain a greater understanding of the links between the growth of foods they eat and their health and well-being.

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Inspection activities

 The inspector observed activities and evaluated these jointly with the childminder.  The inspector looked at children's records, observation and assessment files, and a selection of policies.  The inspector spoke to the childminder and children throughout the inspection and accompanied them on a walk.  The inspector took account of parents' views through written documentation they had provided for the inspection.  The inspector checked evidence of the childminder's qualification and the suitability of all adults living in the home.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is fully aware of her responsibilities with regard to child protection. She has attended training to keep her knowledge up to date and knows who to contact if she has concerns about a child. She has all the required policies in place to help underpin her provision for children's welfare. The childminder monitors children's development effectively. She maintains a good overview of their progress, enabling her to quickly identify any gaps in their learning. She seeks parents' views as part of gaining information to help reflect on her provision and how it can be improved. The childminder has developed effective strategies for working in partnership with other settings that children attend and move on to.

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Quality of teaching, learning and assessment is good

The childminder is well qualified and has a good understanding of how young children learn and develop. She skilfully supports children so that they acquire good skills, in order to reach the next steps in their learning. The childminder encourages babies to make different sounds with metal pots by tapping the bottom. She enthusiastically responds by repeating and reaffirming babies' sounds and babbling. This helps young children to develop their emerging language and communication skills well. Overall, key areas of learning, such as physical development, are promoted well. For example, the childminder makes sure that she is always close by when babies begin to pull themselves up on the furniture as they get ready to walk. Babies use their hands and mouths to explore the textures of the toys, starting to make sense of the world around them. Children's interest in literacy is being developed and the childminder has a good supply of books and

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Quality of teaching, learning and assessment is good

effective storytelling skills. The childminder takes advantage of everyday routines to incorporate and introduce mathematical skills, such as counting.

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Personal development, behaviour and welfare are good

Children have developed strong bonds with the caring childminder. She recognises their individual needs, follows their home routines and supports their physical and emotional well-being. Younger children demonstrate that they feel safe and secure and the childminder is responsive to their cues when they are tired or feeling hungry. The childminder is a good role model. She gives clear and simple explanations which help children develop an understanding of acceptable behaviour. Children begin to recognise their own feelings and consider the feelings of others as they are involved in group activities. This helps them form strong friendships and gain important skills for their future. Overall, children's health and well-being are promoted well. Their dietary requirements and individual needs are followed by the childminder.

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Outcomes for children are good

Children make good progress across all areas of learning, helping them to be ready for the move on to pre-school and school. Children develop a love of books and stories from an early age. Babies love to explore colourful cardboard books as they look intently at the pictures. They develop their confidence and independence well. For example, by choosing toys and activities from a range of stimulating resources.

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Setting details

Unique reference number EY472289 Local authority Northumberland Inspection number 967838 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 11 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection Not applicable

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Telephone number

The childminder was registered in 2014 and lives in Heddon-on-the-Wall, Northumberland. The childminder operates all year round from 7.30am 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 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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