Childminder EY464945

Inspection date

Previous inspection date 28 November 2017 7 January 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

 The childminder is proactive in seeking out new information and training opportunities to strengthen her knowledge and skills, which she swiftly implements in practice. Children benefit from the childminder's current and effective teaching and make good progress in all areas.  The childminder works closely with parents and establishes an effective two-way flow of communication. Parents contribute to initial assessments of children's progress and are supported by the childminder to continue learning at home. For example, the childminder shares activity ideas linked to the children's next steps in learning.  Children enjoy secure emotional attachments with the childminder, which provides a strong base for their growing confidence and high emotional well-being. They are confident to talk to new people and share their experiences.  The childminder greatly promotes children's good health. They benefit from fresh air

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This provision is good

and daily trips out, and enjoy exercise sessions, such as yoga. Children learn the importance of staying hydrated and they notice the changes to their bodies, such as when they become tired and begin to sweat.

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It is not yet outstanding because:

 The childminder has been less proactive in working closely with other professionals and early years settings that the children also attend, to achieve a more collaborative approach to children's learning.  The childminder has not yet explored a variety of ways to promote children's understanding of people, families and communities beyond their own.

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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

 create a more collaborative approach to working in partnership with other early years settings that children attend  extend opportunities and experiences for children to learn about people, families and communities beyond their immediate experience.

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Inspection activities

 The inspector observed teaching and assessed the impact this has on children's learning.  The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector viewed children's records, planning documentation and a range of other documentation, including policies, procedures and improvement plans.  The inspector carried out a joint observation with the childminder and took account of her evaluations.  The inspector took account of the views of parents from feedback letters.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is well versed in the procedures to follow in the event of a concern about a child in her care. She regularly updates her knowledge of safeguarding practice and keeps well informed about all legislative changes and local authority updates. The childminder's home is safe, secure and subject to regular risk assessment. The childminder monitors and tracks the progress children make, helping her to identify any gaps in their development and provide additional support where necessary. The childminder is a reflective practitioner and uses self-evaluation to help her identify areas for improvement. The childminder has addressed the recommendation raised at the last inspection, enhancing the use of print in the environment.

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Quality of teaching, learning and assessment is good

The childminder makes accurate assessments of children's learning based on regular and high-quality observations. She uses this information well to help inform next steps that are well planned for through spontaneous and pre-planned activities. The childminder is skilled at engaging children's interests and encouraging their participation in activities. For example, she enthusiastically presents a clay modelling activity and then effectively maintains children's interest through careful questioning and following their ideas. The childminder offers a good narrative as she explains how the clay needs to dry and what will happen next, further helping to promote children's communication and language skills. The childminder understands the different ways that children play and learn and sensitively joins in with their play and fits in their ideas.

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Personal development, behaviour and welfare are good

Children are happy and well cared for in the childminder's warm and welcoming home. Children settle in well and quickly develop friendships with the other children who attend. Children develop good social skills and behave well. For example, they mix well with their peers and learn to share, take turns and play cooperatively following others' ideas. Children develop an understanding of safety as they participate in safety-related tasks and take manageable risks. For example, children walk home from school in designated pairs and follow the 'line leader' who is in charge of leading them and modelling safe behaviour. Children also have opportunities to handle tools safely, such as knives for cutting up food items for lunch.

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Outcomes for children are good

Children enjoy learning and show an eagerness to participate. They maintain focus for sustained periods of time and show persistence as they play and explore. Children use their small-muscle movements to make marks in different materials, developing their physical skills well. They begin to notice words and familiar logos, for example, on their school nursery uniforms, showing good literacy skills. Children develop skills that prepare them well for their next stage in learning, including starting school.

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Setting details

Unique reference number EY464945 Local authority North Tyneside Inspection number 1087499 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 4 Total number of places 6 Number of children on roll 3

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Name of registered person

Date of previous inspection 7 January 2014

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Telephone number

The childminder registered in 2013. She operates all year round from 7am to 6.30pm, Monday to Friday, except 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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