Childminder in Newcastle upon Tyne

Inspection date 1 October 2018 Previous inspection date 3 December 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Outstanding 1 Outcomes for children Good 2

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The provision is good

n The childminder uses her good knowledge of how children learn to plan rich, varied and imaginative experiences across the seven areas of learning. n The childminder has an excellent relationship with parents. From the moment children start, the childminder establishes highly effective methods of communicating with parents. For example, parents provide detailed information about children's learning and development when their child first starts attending. n Children settle quickly into the childminder's care. All children are highly confident and form secure emotional attachments with the childminder. n Children behave well. They have a well-developed understanding of what is expected of them. They manage their own feelings incredibly well and demonstrate high levels of empathy towards other children. n Children make better than good progress. They are engaged and motivated and concentrate well on activities.

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It is not yet outstanding because:

n The childminder's self-evaluation and plans for professional development are not sufficiently focused on raising the quality of teaching to the highest level. n There are occasions when the childminder does not provide consistently high levels of challenge, particularly for older children, to raise their learning to the highest possible 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

n strengthen self-evaluation and plans for professional development and focus on raising teaching to an even higher level n provide higher levels of challenge and raise older children's learning to the highest level.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n 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. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Effectiveness of leadership and management is good

The arrangements for safeguarding are effective. The childminder understands how to protect children from harm and what action to take should she have any concerns about their welfare. She carries out risk assessments of her setting to minimise any potential hazards. The childminder keeps up to date with essential training, such as first aid and safeguarding. This helps her to keep children safe and well protected. The childminder monitors children's learning and takes effective action when she identifies areas where further support is needed. She ensures that children have a range of interesting experiences across the seven areas of learning.

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Quality of teaching, learning and assessment is good

Teaching is consistently good and sometimes outstanding. The childminder uses her observations to precisely identify what children need to learn next and what they are interested in. She skilfully plans activities to support children's interests and to develop their learning further. For example, when children show an interest in numbers, she introduces them to tape measures. The childminder observes children in their play. She intervenes effectively to help younger children learn a new skill, such as cutting with scissors. Children have time to practise and refine their new skill as they use the scissors to snip down the paper. Children particularly enjoy imaginary and creative play. For example, children thoroughly enjoyed dressing up as princesses, skeletons and devils. They also enjoyed using their own ideas to make sock puppets.

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Personal development, behaviour and welfare are outstanding

Children clearly enjoy spending time with this passionately dedicated childminder. They enjoy playing with her and eagerly invite her to join in their games. For example, children cast spells on the childminder. They laugh in delight as they hide from the childminder, who they have turned into a stomping dinosaur. Children develop an excellent understanding of how to keep themselves safe. For instance, young children tell their parents that they must walk next to the wall when outside. The childminder cares deeply about the children. She goes out of her way to help children overcome their anxieties. For example, when children are afraid of visiting the dentist, she plans a range of activities to help children overcome this. The childminder places a high priority on healthy lifestyles. She plans a range of activities outside and children eagerly anticipate their visits to the park. Children enjoy a range of healthy meals and snacks.

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Outcomes for children are good

Children make better than good progress from their starting points. They are confident and enthusiastic learners. They greet visitors, such as the inspector, with confidence and explain who they are dressed up as. Children learn a wide range of skills which prepare them well for school. They concentrate well on activities. Older children count to 20. They count objects accurately to beyond 10 and begin to write some letters in their name. Other children develop their independence as they realise they can put their coat on themselves.

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Setting details

Unique reference number EY357861 Local authority Newcastle upon Tyne Inspection number 10064879 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 0 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection 3 December 2015

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Registers

The childminder registered in 2007 and lives in Fenham. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. She provides funded places for two-, three- and four-year-old children.

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Registers

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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Registers

procedures set out in the guidance Complaints procedure: raising concerns and making complaints about Ofsted, which is available from Ofsted's website: www.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Registers

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Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

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Registers

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

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