Childminder EY418288

Inspection date

Previous inspection date 6 December 2017 16 July 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 learning English as an additional language make better than good progress. Feedback from parents supports this view. The childminder talks in simple sentences and seizes opportunities to help children build their vocabulary.  Children settle quickly into the childminder's home. The childminder obtains detailed information about children when they first start. She also finds out key words in children's home language. This helps them to feel at home in her care.  The childminder has very good relationships with the schools and nurseries that children attend. This helps to ensure a consistent approach to supporting children's learning. For example, they work together effectively to identify how they can help children to manage their behaviour.  The childminder has a good relationship with parents. She keeps them up to date with their children's achievements and helps them to recognise where they can support their

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It is not yet outstanding because:

 Self-evaluation does not have the exceptional detail to help identify ongoing priorities and plans that will help raise the quality of practice to an outstanding level.

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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 the arrangements for self-evaluation and focus on identifying precise plans for improvement that enhance outcomes for children.

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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

The arrangements for safeguarding are effective. The childminder has a secure knowledge of the procedures to follow in the event of any child protection concerns. She keeps up to date with Local Safeguarding Children Board procedures and ensures information, such as contact numbers, is correct. Her risk assessments are thorough, which helps to ensure her premises are safe. The childminder attends all mandatory training and she accesses further training to strengthen some aspects of her practice. Parents comment positively on how she works in partnership with them to ensure consistency of approach.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how to support children's play and learning. For example, she plays alongside children and follows their interests. This helps children to concentrate on activities. The childminder intervenes in children's play and seizes opportunities to extend their learning further. She also ensures children have time to find solutions to everyday problems. The childminder supports children's literacy skills effectively. For example, she makes time to read stories and plans stimulating activities to encourage drawing. She helps older children, and those in receipt of funding, to learn about the sounds that letters make. The childminder carries out ongoing observations of children as they play. She uses her skills and knowledge to identify their next steps in learning.

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Personal development, behaviour and welfare are good

The childminder knows children extremely well. She knows when babies are hungry or tired, and responds quickly to soothe and reassure children when they become upset. For example, she quickly calms younger children when they become distressed by a game that older children are playing. This supports children's emotional security. Children behave well. The childminder has clear behavioural expectations which she consistently reinforces. She supports children's physical development effectively. They learn about healthy food and lifestyles. Older children also begin to understand that some children have allergies to certain foods. Children enjoy plenty of fresh air as they walk to and from school. They have the time and space to be energetic. For example, they play in the childminder's garden and visit local parks or soft-play centres.

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Outcomes for children are good

All children, including those in receipt of funding, make good progress. They learn a good range of skills in preparation for their future learning and move on to school. Children persevere in their learning. For example, babies concentrate intently as they try to pull objects out of a box. Older children find solutions to everyday problems, such as unlocking a door on a toy garage with a key. Children learn how to use tools and materials. Babies enjoy using chunky chalks to make marks on the chalkboard. Older children learn how to use scissors with increasing control.

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Setting details

Unique reference number EY418288 Local authority Gateshead Inspection number 1105204 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 8 Total number of places 6 Number of children on roll 8

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Name of registered person

Date of previous inspection 16 July 2014

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Telephone number

The childminder registered in 2011 and lives in Low Fell, Gateshead. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder has an appropriate early years 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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