Childminder 318800

Inspection date

Previous inspection date 28 April 2017 18 May 2015

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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 quality of teaching is good. Children make good progress in their learning and development. The childminder takes account of their individual interests, ages and abilities. Children enjoy playing in the well-resourced environment.  The childminder uses her assessments effectively to support children's progress. She build's on children's interests and the next steps in their learning to effectively support their unique individual learning needs.  Children are very happy and settled in the childminder's care. The childminder has excellent relationships with children. She has a positive, caring and nurturing disposition.  The childminder has good relationships with local schools and nurseries. She finds out what children are doing and successfully builds on what children are learning in school.

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It is not yet outstanding because:

 Although partnerships with parents are good overall, the childminder does not always obtain sufficient information about children's learning at home.  The childminder's evaluation and plans for professional development are not sufficiently focused on how she can enhance children's learning to an outstanding level.

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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

 extend ways to share children's learning and achievements from home regularly to strengthen the good partnerships with parents even more  strengthen self-evaluation processes and professional development plans to help children make the best possible progress.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household.  The inspector spoke to children during the inspection.  The inspector took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder has completed safeguarding training and enhances her knowledge by attending additional associated workshops. She knows the signs of abuse and neglect and how to report concerns about the welfare of children. The childminder uses risk assessments in the family home to help reduce potential risks to children and keep them safe. She tracks and monitors children's progress on a regular basis. This helps her to highlight the good progress they are making. The childminder works well in partnership with the other settings children attend. The regular exchange of information and ideas helps the childminder to complement the learning taking place in school.

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Quality of teaching, learning and assessment is good

The childminder is well qualified. She has a good understanding of how to support children's play. She plays alongside children, seizing opportunities to extend their learning. For example, as children play, the childminder reinforces mathematical vocabulary relating to size. As a result, children are motivated to learn and concentrate well. The childminder extends children's language and communication effectively. She listens carefully and uses comments and questions appropriately to extend conversations. As a result, young children demonstrate good conversation skills and confidently recall past events in sequence.

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Personal development, behaviour and welfare are good

Children have a very good relationship with the childminder. They enjoy lots of cuddles and eagerly anticipate tickling games. The childminder supports children's emotional development very effectively. Flexible settling-in arrangements help children to settle quickly. The childminder obtains detailed information about children's care needs. As a result, the childminder is highly sensitive to children's individual needs and responds to these calmly. Children are happy, confident and demonstrate a strong sense of belonging within the warm and welcoming provision. Children behave well. The childminder has clear boundaries which she calmly and effectively reinforces. Daily opportunities are provided for children to take part in physical activities, such as playing in the park.

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Outcomes for children are good

Children make good progress across all areas of learning. Children count accurately and develop their mathematical skills and vocabulary. Children have the confidence to lead their own learning and express their ideas. They engage in activities and show high levels of fascination. Children think of their own ideas and make links in their learning as they find ways to solve their own simple problems. They are developing a range of skills and knowledge in preparation for school.

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Setting details

Unique reference number 318800 Local authority Newcastle Inspection number 1090888 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder was registered in 1997 and lives in Walbottle near Newcastle. The childminder holds a childcare qualification at level 3. She operates during term time only from 7am to 6pm, Monday to Friday, except family holidays and bank 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

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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