Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 3 November 2016 8 September 2015

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This inspection: Good 2

Previous inspection: Requires Improvement

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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 addressed the action and recommendations from her previous inspection and is committed to continually improving her practice. She seeks feedback from parents, children and the local authority to focus her plans for development. This helps to ensure that her practice reflects the needs of the families she supports.  Teaching is good. The childminder knows children in her care very well and assesses their learning needs accurately. She ensures that children learn what they need to next, so that they all progress well from their unique starting points.  The childminder works in an effective partnership with her occasional assistant. She ensures that he has a good understanding of his role to protect children from harm. They have both recently updated their paediatric first aid and safeguarding training.  Children's behaviour is excellent. They enthusiastically access toys and resources and

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This provision is good

remain focused on their play for long periods of time. The childminder is a good role model and helps children to know how to behave in different social situations.  Children are well supported and settle quickly when they start in the setting. The childminder gathers information from parents which she uses to plan an environmentally appropriate environment, inside and outdoors. She works closely with parents to provide continuity of care between home and the setting.

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It is not yet outstanding because:

 The childminder does not always make the best use of opportunities to promote children's early reading skills.  Sometimes, the childminder completes tasks for children which they are capable of doing themselves.

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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

 give children greater opportunities to develop early reading skills  provide more opportunities for children to develop independence and to learn to do things for themselves.

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Inspection activities

 The inspector viewed all areas of the home used for childminding.  The inspector undertook a joint observation with the childminder.  The inspector spoke to parents, children, the childminder and her assistant during the inspection.  The inspector observed children playing and assessed the quality of teaching and learning.  The inspector viewed a range of documentation including, children's learning records, attendance records, training records, policies and procedures, risk assessments, planning systems and suitability checks.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder and her assistant know what action to take if they have concerns about a child's welfare or development. Policies and procedures are in place and reflect practice. Children are closely supervised to ensure that they use resources, toys and equipment safely. The childminder reduces hazards in the setting and on outings using robust risk assessments. Children's progress is closely tracked to note any learning needs. These are met through tailored teaching and support. The childminder seeks professional development opportunities to improve outcomes for children. For example, she is due to attend a course to further enhance her teaching of early reading, writing and listening skills. Good communication with schools and settings helps children feel well supported as they move between learning environments.

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Quality of teaching, learning and assessment is good

The childminder sits with children as they play and promotes their communication and language skills. She engages children in conversations, encouraging them to share their thoughts and ideas, ask and answer questions. Children invite the childminder to be part of their imaginative play as they provide her with pretend cups of tea, cake and pizza. The childminder takes every opportunity to promote mathematical language and understanding. She encourages children to count, order, sort and match items and talks to them about size, weight, colours and shape. Planned activities build on children's physical skills and provide challenge. For example, children concentrate intently as they make necklaces, threading straw beads onto a lace. The childminder provides clear instructions and focused support and modelling to enable all children to be successful. They are extremely proud of their creations. The childminder shares children's achievements with

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Quality of teaching, learning and assessment is good

parents on a daily basis and lets them know what they can do to help children at home.

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Personal development, behaviour and welfare are good

The childminder provides a learning environment which is attractive to children. She sets out a range of resources and toys which promotes children's interests to tempt them as they arrive. However, she also uses a photograph card system so that children can show her what else they would like to play with. The childminder ensures that children know about the importance of fresh air and exercise. They spend time outdoors in the garden and securely gated green space behind the house. Meals and snacks are balanced and nutritious and children's dietary needs are closely followed. Children go to many groups in the local area. This helps them to develop social skills and make friendships with children they will go to school with. Children also become familiar with and begin to appreciate the cultural diversity of their local community.

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Outcomes for children are good

All children make good progress. Children are well supported to share, take turns and play cooperatively. They learn how to be considerate to others and develop an understanding of the consequences of their actions. Children learn a range of skills and emotional resilience to cope well with the demands of school or the next stage in their learning.

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Setting details

Unique reference number EY331289 Local authority Newcastle Inspection number 1058293 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 7 Total number of places 12 Number of children on roll 7

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Name of registered person

Date of previous inspection 8 September 2015

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Telephone number

The childminder was registered in 2006 and lives in Byker, Newcastle upon Tyne. The childminder works with an occasional assistant. The childminder operates all year round from 8am to 6pm, 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

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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