Young, Joanne

Inspection date

Previous inspection date 19 December 2017 17 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 make better than good progress in personal, social and emotional development. They form very good relationships with each other. From a young age, children learn about concepts, such as turn taking.  The childminder and her assistant monitor the assessment of children's learning well. They are aware of areas where children may require additional support and take effective action to narrow any gaps in children's learning.  Children behave well in the childminder's home. The childminder has clear behavioural expectations, which she consistently reinforces.  The childminder places a high priority on children's safety. Her home is safe and she has good procedures in place for ensuring children are safe outdoors. She teaches children how to keep themselves safe.  The childminder and her assistant are clearly very passionate about their role. Children are cared for in a home-from-home environment where they are treated as part of the

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It is not yet outstanding because:

 The childminder does not fully support younger children's particular interests during their play to promote their learning to the highest level.  Although partnerships with parents are good overall, the childminder does not always gather enough detailed information about children's learning and development when they first start attending to help plan even more effectively from the outset.

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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

 support individual younger children's interests more effectively as they play  extend the information gathered from parents about what their child already knows and can do, to plan even more effectively when children first start.

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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 spoken to on the day, as well as 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 good knowledge of signs and symptoms that may indicate possible abuse to children. She knows who to contact should she have any concerns about a child's welfare. In addition, she has a good understanding of wider safeguarding issues, such as the 'Prevent' duty guidance. Overall, the childminder has developed a good partnership with parents. For example, she alters her methods of communicating with them, according to their individual preferences. The childminder evaluates her provision well and uses training to enhance her provision further. She supports her assistant effectively to strengthen her practice and makes sure she is clear about her role.

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Quality of teaching, learning and assessment is good

Overall, the childminder and her assistant support children's play and learning effectively. They play alongside babies, modelling new skills. For example, the childminder shows children how they can post toys in a container. Children concentrate well for their age. For instance, toddlers are entranced when observing the movement of flour as the childminder tips it into a bowl. A high priority is placed on developing children's language and communication. The childminder and her assistant are good role models. For example, they get down to the child's level, make good eye contact and adapt their language to children's level of understanding. The childminder and her assistant use their skills and knowledge well. They use information gained from their observations effectively to identify what children need to learn next.

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Personal development, behaviour and welfare are good

Children are very happy in the childminder and her assistant's care. They develop very good relationships with each other. Older and younger children play together well. Parents comment that their children feel they do not come to the childminder's enough. The childminder provides an interesting and stimulating environment within her home. She helps children to understand how healthy lifestyles support children's physical well-being. She encourages children to eat balanced meals with plenty of fruit and vegetables. Older children begin to understand how some food and drinks are not good for them. The childminder and her assistant also encourage plenty of fresh air and exercise. For example, children often walk to and from school and they enjoy a range of activities in the childminder's garden or the local parks.

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Outcomes for children are good

All children make good progress and some children make better than good progress. They develop a good range of skills, which prepare them well for the next stage in their learning. Children are motivated to learn. They communicate well. Older children communicate confidently, and younger children's vocabulary is increasing rapidly. Babies develop control over their bodies as they learn to pull themselves up and stand without support. They delight in the knowledge that they cause electronic toys to play music.

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Setting details

Unique reference number EY295459 Local authority South Tyneside Inspection number 1104265 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 12 Number of children on roll 14

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Name of registered person

Date of previous inspection 17 July 2014

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Telephone number

The childminder registered in 2004. She lives in Jarrow, Tyne and Wear. The childminder works with an assistant. The childminder operates all year round from 6.30am to 8.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education 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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