Childminder 318809

Inspection date

Previous inspection date 17 January 2018 8 June 2015

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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 enjoy and have many opportunities to take part in groups and to visit places of local interest, including train stations and museums. The childminder helps children to develop their social skills and promotes their understanding of the wider community.  The childminder has clear rules and boundaries. Children behave well and are well mannered.  Children are happy and well engaged. They are able to access a good range of resources independently and enjoy following their own interests in play, encouraged and supported by the childminder.  The premises are safe and secure. The childminder uses risk assessments to identify and minimise any hazards around the home and on outings.  Children play in a warm and welcoming environment where they develop a close relationship with the childminder, who effectively supports their emotional well-being.

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It is not yet outstanding because:

 The childminder does not collect sufficiently detailed information from parents about children's skills and abilities on entry, to assess their starting points as quickly and fully as possible.  The childminder's professional development focuses on essential aspects of training, rather than being specifically targeted at raising the quality of her teaching even higher.

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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 information sharing with parents to gain more information about what children know and can do when they first start  implement a focused plan for professional development, to enhance teaching practice and raise the already good-quality learning experiences for all children to the best possible level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  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 spoke to children during the inspection.  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 childminder maintains a safe environment and supervises children well. She knows the procedures to follow should she have concerns about any child in her care. Safeguarding is effective. Policies and procedures are updated to ensure that they comply with current requirements and underpin the childminder's good practice. She seeks the views of children and parents to identify and address areas for improvement. Parents comment very positively about the childminder and the home-from-home environment she provides. Overall, they receive daily, verbal and written feedback and are encouraged to comment about their children's progress.

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Quality of teaching, learning and assessment is good

The childminder gets down to the children's level and joins in their play with enthusiasm to promote their enjoyment and motivation to learn. The childminder closely observes children at play. She checks and monitors their progress against the typical range of development for their age. She uses this information well to develop their skills. For example, she offers children more opportunities to interact with others to help increase their social confidence. The childminder builds effectively on children's already good counting skills and colour recognition. For example, when playing with crayons, children confidently count them out. The childminder supports children's communication skills well. For example, she engages children in conversation as they play and asks them interesting questions, encouraging them to express their thoughts.

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Personal development, behaviour and welfare are good

The childminder is warm and caring, and provides children with lots of time and attention. She helps them to learn how to interact with other children, such as sharing and turn taking. Children learn about being healthy and have plenty of opportunities for physical play and exercise. The childminder promotes good hygiene practices. The childminder encourages children to develop their independence skills. For example, they learn about what clothing choices they would make if it was a sunny day or if it was a cold, snowy or wet day. She offers children regular praise and encouragement, which helps to support children's positive self-esteem and confidence.

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Outcomes for children are good

Children make good progress in their learning. They are well supported and are developing the key skills they need to prepare them for future learning. They are happy and naturally curious, exploring their environment with confidence. Young children practise their early walking skills as they move around the furniture. Older children's interests are used to expand their good communication and mathematical skills.

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Setting details

Unique reference number 318809 Local authority Newcastle Inspection number 1090889 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder registered in 1994 and lives in Gosforth, Newcastle. She operates all year round from 7.30am until 6pm, Monday to Thursday, except bank holidays and family holidays. The childminder holds a childcare 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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