Childminder in Gateshead

Inspection date

Previous inspection date 26 October 2016 11 October 2013

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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

 Since the previous inspection, the childminder has worked hard to maintain her good level of practice. The childminder has attended training courses and uses educational research to keep up to date with changes in guidance and legislation.  Partnerships with parents are strong. Parents are very complimentary about the level of care their children receive. The childminder has very good systems in place to share information with parents and invite them to contribute to their children's learning. This provides continuity in meeting children's developmental needs.  The childminder uses effective observations to make accurate assessments of children's learning and plans activities based on their interests. This helps her to identify what they need to learn next.  The childminder places a strong emphasis on promoting healthy lifestyles for children. For example, during matching games, the childminder uses a healthy eating game and

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This provision is good

talks to children about the nutritious foods. Children follow good hygiene practices and are supported to tend to their self-care needs.  All children make good progress in their learning. Children are provided with an array of opportunities to develop their physical skills. They attend parks, soft-play centres and other outings where they can run, climb and jump. Babies and young children are well supported to take independent steps.

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It is not yet outstanding because:

 The childminder does not routinely evaluate and use the views of all parents and children to drive improvements to the highest level.  On occasions, the childminder does not provide children with enough thinking time before asking further questions.

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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

 evaluate and use the views of all children and parents to continue to drive improvement to the highest level  provide even more opportunities for children to respond to questions before asking further questions.

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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 an evaluation of an activity with the childminder.  The inspector looked at relevant documentation, including evidence of the suitability of adults in the household.  The inspector took into account the views of children and parents during the inspection.

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Effectiveness of the leadership and management is good

The childminder has high expectations of all children. She provides a stimulating and inclusive environment for children to play and explore. The childminder tracks the progress children make towards the early learning goals. This helps her to identify any gaps in their learning. The childminder shares information with other early years providers where children attend and has good relationships with the local school. The arrangements for safeguarding are effective. The childminder demonstrates a thorough understanding of local safeguarding procedures. She knows how to respond should she be concerned about the welfare of a child. The childminder places a high emphasis on children's safety and well-being. Children are supervised well at all times. The childminder involves children in helping to identify hazards in the environment. For example, children develop an understanding of road safety and look for safe places to cross the road with the

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Quality of teaching, learning and assessment is good

The childminder provides children with a wide range of resources. Children dress up in various costumes and act out real-life scenarios. For example, children pretend to make tea for their dolls. The childminder supports children to develop their mathematical language very well. Children are encouraged to recognise colours and shapes. They count threading bobbins and use their hand-to-eye coordination to thread them onto laces to create a necklace. The childminder plays alongside children and models how to use resources. For example, she supports them to join construction pieces together to build a train track. Children use their imagination skills well to create their own games. They talk to the childminder about what they are doing and involve her in their play.

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Personal development, behaviour and welfare are good

Children behave very well. They are extremely polite and well mannered. Children show respect for others and enjoy taking on the responsibility of small tasks. For example, they help the childminder to tidy away activities. Children demonstrate good independence skills. They learn to do things for themselves and make independent choices in their play. The childminder is an excellent role model. She offers regular praise and encouragement as children play. This helps to develop their self-confidence. The childminder has strong settling-in policies in place. She offers flexible introductory sessions to support children to develop good relationships. Parents are invited to provide information about what their children already know and can do.

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Outcomes for children are good

Children make good progress. They are motivated to learn and engage in their play. Children are confident and curious learners who show an interest in how things work. They attend group sessions where they participate in art and craft activities. Children socialise well with others. This helps them to develop their social skills. Children are provided with opportunities to develop an awareness of other cultures and traditions from around the world. They are equipped with good skills needed for future learning and the eventual move on to school.

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Setting details

Unique reference number 311786 Local authority Gateshead Inspection number 1064006 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 9 Total number of places 6 Number of children on roll 7

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Name of registered person

Date of previous inspection 11 October 2013

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Telephone number

The childminder was registered in 1998 and lives in Gateshead, Tyne and Wear. She operates all year round from 8am to 5pm, Monday to Friday, except for 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

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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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