Childminder EY232862

Inspection date

Previous inspection date 9 May 2017 22 April 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

 Children are happy and settled in the childminder's care. They develop strong bonds with the childminder and are emotionally secure.  The childminder has a good understanding of how to support children's play and learning. She plays alongside children and extends their learning so children progress well.  Children understand how to keep themselves safe in the setting. The childminder teaches children how they can keep themselves safe, for example, as they walk home from nursery, or play outside in the garden.  The childminder has a very good relationship with parents. They work together to ensure a shared approach to developing children's learning.  Children behave well. The childminder has clear behavioural expectations which she consistently reinforces.

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It is not yet outstanding because:

 Although the childminder has a very good relationship with local schools and nurseries, she has not considered how she could develop this with all the settings that children attend.  Although the quality of the childminder's teaching is good, there are occasions when activities planned do not routinely build upon what children need to learn next.

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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

 strengthen partnerships with other providers to include all the settings children attend, in order to ensure a consistent approach to supporting children's care and learning  strengthen the quality of teaching to make better use of all opportunities to build on what children need to learn next.

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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 reviewed some relevant documentation. She also discussed the childminder's self-evaluation with her.  The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector checked evidence of the childminder's qualifications and evidence of the suitability of all adults living and working on the premises.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a good understanding of the procedures she would follow if she had any concerns about a child in her care. She ensures contact numbers are up to date and has a good understanding of all recent initiatives. The childminder evaluates her provision effectively to develop practice. She has addressed the weaknesses from her last inspection and understands how she can improve her provision further. She uses her evaluations to inform her professional development plans and to improve children's learning further. The childminder monitors children's learning and takes effective action when she identifies areas where further support is needed.

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Quality of teaching, learning and assessment is good

The childminder generally uses her assessments well to plan appropriate activities that take into account children's interests. Children are engaged in learning. Babies love exploring the buttons on an electronic toy. They delight in the music it makes and move their bodies in response to this. The childminder supports babies' communication effectively. She makes good eye contact and seizes opportunities to extend their language. For example, babies try to copy the childminder as she consistently labels the fruit that babies select. She also incorporates targets from other professionals to help all children develop their language further.?

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Personal development, behaviour and welfare are good

Children enjoy being with the childminder. The childminder knows children well and understands how she can support their individual care needs. For example, she nurses babies to help them to get to sleep. Parents comment that their children are happy and the childminder is very loving. They comment that they can concentrate on their work knowing their children are so well cared for. The childminder supports children's emotional well-being effectively. She gathers detailed information from parents about their children's needs, routine and preferences prior to them starting. She supports children's physical development. Children enjoy daily opportunities to take part in physical activities, such as spending time in the garden or visiting parks and soft-play centres.

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Outcomes for children are good

Children make good progress across all areas of learning. Older children form good relationships with each other and learn how to write their names. Babies learn how to make marks with a range of materials to develop their pre-writing skills. They begin to learn early communication skills and become confident communicators. All children are independent learners who confidently select resources to play with. Consequently, they are developing a range of skills and knowledge in preparation for school.

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Setting details

Unique reference number EY232862 Local authority Newcastle Inspection number 1091449 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 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 22 April 2015

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Telephone number

The childminder registered in 2002 and lives in Lemington, Newcastle-upon-Tyne. She operates from 7am to 6pm, Monday to Friday, all year round, 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

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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