Pearson, Linda

Inspection date

Previous inspection date 27 November 2017 12 December 2014

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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 thrive in this supportive environment where they are treated as part of the family.  Children make good progress. The childminder uses her skills and knowledge well to maintain a good overview of their learning. She takes effective action when she identifies areas where children need support.  The childminder supports children's language effectively. She listens carefully and repeats and extends what children are saying. Good questioning skills help children to develop their conversation skills further.  The childminder's home is clean and tidy. She completes risk assessments to ensure the indoor and outdoor environments are safe and secure for children to play and learn in.  The childminder is committed to her own professional development. This is clearly targeted to support the children in her care more effectively.

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It is not yet outstanding because:

 Although partnerships with parents are good, overall, the childminder does not routinely gather detailed information from them about children's learning and achievements when they first start.  There are occasions when the childminder does not routinely build on what children need to learn next when supporting their learning.

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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

 gather more information from parents when children first start attending to support their learning and development even more effectively  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 indoors and assessed the impact this has on children's learning.  The inspector had a tour of the premises and spoke to children during the inspection.  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 took account of the views of parents through written feedback provided.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder places a high priority on children's safety. She keeps her knowledge of child protection matters up to date. She knows what she must do if she is concerned a child may be at risk of abuse or neglect. She has a good understanding of wider safeguarding issues, such as the 'Prevent' duty guidance. Although the childminder only uses her assistants in an emergency, she ensures they have a good understanding of her policies and procedures. The childminder evaluates her provision. She uses self-evaluation to identify how she can improve this further. The childminder works well with the other settings that children attend. For example, she builds on what children are doing in nursery and helps children with reading when they first start school.

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Quality of teaching, learning and assessment is good

The childminder uses her assessments to identify what children need to learn next. She recognises the importance of children learning through play. She plays alongside children and extends their learning well, overall. The childminder follows children's interests as they are playing. For example, when they want to paint the sea, the childminder adapts her plans and builds on this. This helps to support children's concentration and motivation. The childminder supports children's literacy skills and promotes reading throughout the day. For example, there is a well-organised and attractive book area which children enjoy using. This helps children to develop a love of books.

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Personal development, behaviour and welfare are good

Children feel very secure with the childminder. Flexible settling-in procedures help children to settle quickly. The childminder finds out detailed information about children's care needs when they first start. This helps the childminder to meet children's individual needs. Children are emotionally secure. Parents comment that children love coming and they benefit from the support they receive. Children behave well. The childminder has clear behavioural expectations, which she consistently reinforces. They thrive on the praise that they receive. For example, young children receive lots of praise as they play with shapes. The childminder supports children's physical development effectively. They have daily fresh air and exercise as they play outside or visit local parks or soft-play centres.

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Outcomes for children are good

Children make good progress in relation to their starting points and are developing well in the stages expected for their age. Children are confident and enthusiastic learners. They are developing the necessary skills for their future learning and the eventual move on to school. Young children learn to count with numbers in order. They talk about the shape and colour of everyday objects. Children are confident communicators. They talk enthusiastically about what they are going to paint. Children enjoy imaginative play. They choose and use resources imaginatively as they develop storylines in their play.

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Setting details

Unique reference number 318985 Local authority Newcastle Inspection number 1103693 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 18 Number of children on roll 4

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Name of registered person

Date of previous inspection 12 December 2014

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Telephone number

The childminder registered in 1989. She lives in Kingston Park, Newcastle upon Tyne. The childminder employs two assistants. She cares for children from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder offers funded places for two-, three- and four-year-old children.

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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

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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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