Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 2 May 2017 27 March 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

 Overall, the quality of the childminder's teaching is good. She is well qualified and uses her knowledge of how young children learn to help them make good progress.  Children's independence skills are fostered well. They show a good awareness of routine activities, such as tidying up and are helped to keep themselves safe when playing outdoors.  The childminder is committed to improving her knowledge and skills. She has accessed a range of professional development opportunities.  Children's behaviour is very good. The childminder helps them to understand appropriate rules and boundaries within her home. She skilfully manages any minor conflicts that may occur, using techniques such as explanation and distraction.  The childminder works well in partnership with other settings children attend. She shares information and builds upon children's learning in order to complement the skills they learn in school.

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It is not yet outstanding because:

 Although teaching is strong, on occasions, activities can be too prescriptive and reduce the children's ability to use their imagination as creatively as possible.  The monitoring of children's progress is not yet rigorous enough to provide the childminder with precise information to ensure any possible gaps in learning are identified even more swiftly.

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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 opportunities for children to fully extend their imagination skills to the highest level  monitor children's progress more rigorously to ensure any possible gaps in learning are identified at the earliest stage.

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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 a good understanding of signs and symptoms that may indicate possible abuse to children. She knows how to respond and who to contact should she have any concerns about a child's welfare. Good arrangements are in place to risk assess the environment. Daily visual checks are carried out to ensure all areas accessed by children are safe. The childminder works alongside a co-childminder. Together, they monitor the educational activities and experiences provided to ensure they reflect children's interests and stages of development. Many areas for improvement are identified through ongoing discussions and reflections of practice. This aims to support children's outcomes over time.

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Quality of teaching, learning and assessment is good

The childminder supports children's communication skills well. She uses effective strategies, such as repeating what children say and adding additional words to help children extend their growing vocabulary. The childminder helps children to develop their listening and attention skills. She encourages them to listen and positively respond to her instructions during everyday tasks. The childminder carries out observations of children as they play. This information is used to plan activities that help children to make good progress in their learning. The childminder shares children's ongoing learning with their parents. Effective arrangements, such as daily discussions and sharing photographs of children's play, are in place.

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Personal development, behaviour and welfare are good

Children access the childminder's warm and welcoming home environment where their emotional needs are well supported. Effective arrangements are in place to help less confident children to become familiar with the setting. They are motivated learners who develop confidence and begin to develop relationships with the childminder, co- childminder and other children. Good partnerships with parents ensure that children's physical needs are met. Effective information sharing provides continuity and consistency in the care children receive. Written comments from parents support this view and include statements, such as, 'The childminder is absolutely fantastic. She is nurturing, kind and has a wonderful rapport with the children'.

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Outcomes for children are good

Children make good progress in their learning. They are articulate communicators who develop the key skills required in readiness for school. Children extend their mathematic skills when they help prepare snacks. They count the number of strawberries they have and share them equally between the bowls. Children's early literacy skills are enhanced when they explore books, showing a keen interest in words and illustrations.

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Setting details

Unique reference number EY331534 Local authority Newcastle Inspection number 1092661 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 27 March 2015

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Telephone number

The childminder registered in 2006 and lives in Gosforth, Newcastle. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a relevant 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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