Childminder in Northumberland

Inspection date

Previous inspection date 24 November 2016 16 December 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

 The childminder is truly passionate about her work. Her regular evaluations of practice, commitment to continuous professional development and focused research help to ensure that children have access to high-quality care and learning.  The well-qualified childminder has a good understanding of how to promote children's learning and development. She observes children closely, monitoring their learning to highlight their interests and next steps. This information is used to provide a key focus for future learning and contributes towards all children making good progress.  Children show confidence in expressing their own personal needs. They receive an abundance of encouragement, support and praise from the dedicated childminder when they are developing new skills, such as toilet training. This helps them to develop high levels of confidence and assurance.  The childminder aspires to provide children with meaningful, exciting and pleasurable

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This provision is good

learning experiences. Effective strategies, such as open discussions and simplistic questionnaires encourage children to be actively involved in contributing towards their future learning experiences.  The childminder values all children. She encourages them to share information about their home and school life with one another during routines, such as snack time. This helps children to adopt good listening and turn-taking skills.

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It is not yet outstanding because:

 The childminder does not seek enough in-depth information from parents about children's learning on entry to provide children with optimal challenge from the outset.  The childminder does not share regular and precise information about children's ongoing learning and development with other settings they attend to complement their learning most effectively.

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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

 broaden the depth of information sought from parents about children's learning on entry to the setting and provide the highest levels of challenge to children from the outset  strengthen partnerships with other settings that children attend and share information about their learning and progress more regularly and precisely to complement their learning most effectively.

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Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector observed children throughout the inspection during their freely chosen and routine activities.  The inspector held discussions with the childminder and children throughout the inspection.  The inspector conducted a joint observation with the childminder during a planned activity.  The inspector examined a range of documents. These included evidence of suitability, a record of the childminder's qualifications and training, policies and procedures, health and safety records, self-evaluation documents and children's learning files.  The inspector took account of the views of parents from comments noted on recent feedback forms.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures to follow to protect a child's welfare. Comprehensive risk assessments encompass all aspects of children's safety and learning both within the childminder's home and during outings. For example, when attending local groups the childminder carefully monitors that areas are safe and activities are child centred. This contributes towards ensuring that children have access to safe and meaningful learning experiences. Effective tracking is used well to highlight any emerging gaps in children's learning. The childminder is proactive in seeking early support. Her close liaison with parents and other professionals and application of sharply focused training help to ensure that any gaps in learning are closing rapidly.

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Quality of teaching, learning and assessment is good

The childminder completes accurate and precise observations and assessments of children's learning. She uses the information from these to plan activities that support children's continued good progress. Children enjoy exploring small-world toys that reflect their home life experiences. The childminder's good use of questions and significant interactions help children to accurately link words to actions to aid their communication skills. Children are keen to count resources, such as animals and confidently categorise these into groups. They delight in new experiences, such as treasure hunts and show confidence in talking about their findings. The childminder uses effective strategies to keep parents informed of their children's ongoing learning and progress. She confidently offers ideas to help parents extend children's learning at home.

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Personal development, behaviour and welfare are good

Children are happy and settled in the childminder's care. The childminder is responsive to children's individual needs. For example, she is quick to provide safe and comfortable areas for children to sleep when they become tired. The childminder is a good role model. She promotes positive behaviour in a calm and sensitive manner. Her good interactions help children to recognise the effects their behaviour has on others and contributes towards them beginning to resolve their own conflicts. The childminder provides a broad range of experiences that promotes children's good health. Children have access to regular exercise. They are eager to engage in conversations about where their food comes from. For example, children readily recognise that chickens produce eggs and are keen to listen to more in-depth information about different food chains.

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Outcomes for children are good

All children, including those who have a special educational need or disabilities, make good progress. Children explore freely and independently. They count with numbers in the correct order. They learn to use tools for a purpose, such as when making marks and take interest in print and illustrations in books. Children are eager to develop new skills. They quickly adopt customs and routines they will become more familiar with at school, such as attending to own toileting needs, sharing and taking turns, developing friendships and maintaining attention. This prepares children well for what they need to learn next.

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Setting details

Unique reference number EY365360 Local authority Northumberland Inspection number 1065076 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 7

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Name of registered person

Date of previous inspection 16 December 2013

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Telephone number

The childminder was registered in 2008 and lives in Ovingham. She operates all year round from 7.30am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She supports children who have special educational needs or disabilities.

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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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