Noble, Suzanne

Inspection date

Previous inspection date 25 June 2018 19 November 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

 The childminder develops effective partnerships with parents, overall. They have a daily exchange of information regarding children's care and well-being. Parents are complimentary about the childminder and the service that she provides.  Children are extremely happy and feel emotionally secure. The childminder is very kind, patient and nurturing. Children settle in quickly and are very happy in her care.  The experienced childminder observes children as they play and completes accurate assessments of their learning. Planning for future learning is based on what they already know and can do, generally.  The childminder views her professional development as a high priority. She accesses a wide variety of training to help her enhance the opportunities she offers to children.  Children develop an understanding of danger and they know how to keep themselves safe. For example, they learn road safety while out walking in the local area with the

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This provision is good

childminder.  Children's physical skills are well supported. They freely access the childminder's garden and have regular visits to parks, the beach and local attractions to see animals. The childminder also takes children to gymnastics classes.

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It is not yet outstanding because:

 The childminder does not make the most of all information gathered from parents regarding children’s skills and achievements when they start to precisely track their progress over time.

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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

 develop further how information gathered from parents regarding children’s skills and achievements when they start is used to help precisely track children’s progress over time.

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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 and development.  The inspector spoke with the childminder and children throughout the inspection.  The inspector completed a joint observation with the childminder.  The inspector looked at relevant documentation and evidence of suitability of all adults living in the household.  The inspector took account of the written views of parents.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The childminder has a secure knowledge and understanding of the signs and indicators of harm and where to refer any concerns about a child's welfare. The childminder keeps her safeguarding knowledge and practice updated. For example, she has broadened her understanding of wider safeguarding issues, such as protecting children from extreme views and behaviour. The childminder effectively assesses potential hazards in her home, garden and while on outings. She identifies and minimises possible risks. Children receive good support to learn how to keep themselves safe. The childminder evaluates her provision and makes changes to enhance her service.

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Quality of teaching, learning and assessment is good

The childminder uses her good knowledge and experience to effectively teach and engage children in activities. She allows children to lead their own play and skilfully intervenes to develop learning further. The childminder promotes children's language and communication skills well and uses words to describe their actions. For example, she describes buckets as full and empty as children play with compost. The childminder gets down to children's level and joins in with their play. She sits alongside children supporting their early mathematical skills as they practise their counting. Children develop an understanding of the natural world and learn to care for plants and flowers. For example, they fill watering cans and carefully pour the water to give the flowers a drink.

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Personal development, behaviour and welfare are good

Children flourish in this stimulating and welcoming environment. Children feel secure and display high levels of confidence and emotional well-being. Children are keen to instigate their own play. For example, they put compost into water, swirling the water around and giggling with delight as the water turns a different colour and splashes out of the tray. Children learn to meet their own self-care needs as they know to wash their hands when they are dirty. Children demonstrate a strong sense of pride as they take responsibility for tasks. For example, independently selecting their own tubs of play dough and the resources they need for their play. Children show their appreciation to the childminder as she offers them frequent praise for their efforts and achievements. Children behave exceptionally well and create a happy atmosphere for all.

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Outcomes for children are good

Children make good progress in their learning and development. They are enthusiastic learners and are eager to become involved in activities. For example, developing their early mark-making skills as they follow the lines made in play dough with their fingers. Children concentrate for long periods of time relative to their age. Children are well prepared for their future learning, including their move on to nursery and school.

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Setting details

Unique reference number 318974 Local authority Newcastle Inspection number 1128098 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 11 Total number of places 6 Number of children on roll 1

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Name of registered person

Date of previous inspection 19 November 2015

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Telephone number

The childminder registered in 1995 and lives in Newcastle. The childminder operates all year round, Monday to Friday, from 7.15am until 6pm except for 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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