Childminder in Newcastle upon Tyne

Inspection date

Previous inspection date 10 May 2018 Not applicable

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder is clearly passionate about her childminding service. She regularly reflects on her provision and makes necessary changes to her practice.  Children are confident and motivated in their learning. The childminder skilfully links children's play to real-life experiences and offers a narrative during their activities.  The childminder provides vast opportunities for children to participate in outdoor play and exercise. This helps to extend their physical skills.  Children play well together and learn how to share and take turns with their peers. They are actively encouraged by the childminder to develop their independence and to try things for themselves.  The childminder continually reinforces appropriate boundaries to children. This supports them to gain their own awareness of how to keep themselves and others safe.

p.1

It is not yet outstanding because:

 The childminder has not fully developed partnerships with other early years settings that children attend, to create a cohesive and complementary approach to their learning.  The childminder does not always precisely monitor children's ongoing development to help them make even greater progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 strengthen partnerships with other early years settings that children attend and share more detailed information to fully complement their learning experiences  make even better use of tracking systems to more closely monitor children's ongoing development and promote rapid progress.

p.2

Inspection activities

 The inspector viewed all areas of the childminder's home used by children and observed play and learning opportunities.  The inspector completed a joint evaluation of an activity with the childminder.  The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at and discussed a range of records and policies and procedures with the childminder, including evidence of qualifications and the suitability of all adults living in the household.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. The childminder is fully aware of the possible signs and symptoms of abuse and neglect. She comfortably knows the procedures to follow if she has any concerns about children in her care. The childminder frequently checks her premises to identify any potential hazards and minimise risk. This helps to protect children's welfare. The childminder attends relevant training to support her daily role and responsibilities. She works closely with other childminders to share ideas and suggestions. Furthermore, the childminder has developed links with her local authority adviser to seek advice and guidance for future practice.

p.3

Quality of teaching, learning and assessment is good

The childminder provides children with a wide range of age-appropriate activities to suit their individual interests. For example, children of all ages show delight and excitement as they listen attentively to familiar stories. The childminder introduces additional resources and props, such as small-world animals, to extend children's learning further. Observation and assessment systems enable the childminder to recognise what children need to learn next in their development. The childminder establishes good relationships with parents. She provides them with written feedback about their children's learning experiences and care routines. On entry to the setting, parents are successfully supported to share details about their children's abilities and skills.

p.3

Personal development, behaviour and welfare are good

Children are offered a variety of nutritious meals and snacks and the childminder caters well for their individual dietary requirements. Children are proud of their own achievements as they succeed and complete small tasks. The childminder uses a calm approach when dealing with minor disagreements between children. Behaviour is good and children are clearly familiar with the daily routines. The childminder interacts positively with children and develops strong bonds with them. She has a good knowledge of children's needs and effectively fosters their emotional well-being. The childminder fully understands the importance of supporting children to acquire skills in readiness for the next stage in their learning, including school.

p.3

Outcomes for children are good

All children make good progress from their starting points. They are competent communicators and build their listening and attention skills. Staff provide children with opportunities to extend their mathematical development. For instance, younger children attempt to create simple structures with construction materials and begin to place different shapes into spaces. Older children comfortably practise their counting skills and easily recognise size, shape and number.

p.3

Setting details

Unique reference number EY497789 Local authority Newcastle Inspection number 1042164 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 3 Total number of places 6 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection Not applicable

p.4

Telephone number

The childminder registered in 2016 and lives in Gosforth, Newcastle. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

p.5