Childminder in South Tyneside

Inspection date

Previous inspection date 26 October 2017 20 June 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 works closely with other early years providers. She attends regular outings and network meetings. This helps her to share practice ideas and keep up to date with changes in guidance.  The childminder completes regular observations and identifies what children need to learn next. She plans activities that offer a good level of challenge and help children to make good progress in their learning.  Children have regular opportunities to learn the differences between themselves and others. For instance, they learn to distinguish their different facial features and those of others. This helps to promote children's self-esteem.  Children are confident and self-assured learners. They are regularly engaged in their play. The childminder is a very good role model. She skilfully plays alongside children and models how to use toys and equipment.  Children develop good literacy skills. For example, they make marks on large mats on

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This provision is good

the floor. The childminder talks to young children about the different marks they make.

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It is not yet outstanding because:

 The childminder has not yet established meticulous partnerships with parents that help children understand what is expected of them.  The childminder has not yet embedded precise strategies to gather the views of others in identifying priorities for improvement.

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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 partnership working with parents that helps to create a more consistent approach to helping children understand what is expected of them  enhance strategies to gather the views of others in reviewing the overall quality of the provision and precisely identify improvements.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed an 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.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is alert to the needs of all children. She demonstrates a very good understanding of how to respond to concerns she may have about the welfare of a child. The childminder has implemented effective recording systems. For instance, accidents and incidents are responded to in a very swift and timely manner. The childminder embeds thorough risk assessments and supervises children well. She talks to children about how to keep themselves safe and encourages them to identify hazards in the area. For example, children learn to look both ways when crossing the road safely. The childminder regularly reviews children's learning. This helps her to identify and address any gaps.

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Quality of teaching, learning and assessment is good

Teaching is good. Children are motivated to learn. They attentively listen to favourite stories told by the childminder and are excited when lifting the flaps to discover the animals. The childminder uses very good questioning and encourages children to guess what might happen next. This helps to develop children's thinking skills. Children immerse themselves into role-play scenarios. For instance, they participate in pretend play using toy animals. Children name the different animals and imitate them by making various animal noises. This helps to develop children's imaginative skills.

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Personal development, behaviour and welfare are good

Children are well settled. They form good attachments to the childminder. Children make healthy choices. They follow good hygiene practices and show others that their hands are clean and free from germs. The childminder takes children on trips to country parks. Children complete nature trails and use their whole bodies to complete obstacle courses, including climbing onto tree stumps. The childminder talks to children about what they can see and hear in the environment. Furthermore, she takes children on trips on the train to visit places of interest. Children demonstrate good levels of independence and manage their self-care needs well. They make regular choices in their play from a very wide range of highly stimulating resources.

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Outcomes for children are good

Children make good progress from what they know and can already do when they first start at the setting. They explore different sounds and they shake, rattle and bang different musical instruments. Children join in wholeheartedly with familiar songs and rhymes. Young children watch intently as beads fall down inside instruments. They use different puppets and guess what song each puppet relates to. This helps to develop children's thinking skills. Children are well equipped with the key skills needed for future learning and the eventual move to school.

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Setting details

Unique reference number EY367837 Local authority South Tyneside Inspection number 1065106 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 9 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 20 June 2013

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Telephone number

The childminder registered in 2008 and lives in Jarrow, Tyne and Wear. She operates all year round from 7.30am to 6pm, Monday to Friday, 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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