Childminder in Northumberland

Inspection date 9 January 2019 Previous inspection date 16 July 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 Good 2 Outcomes for children Good 2

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This provision is good

n The childminder evaluates the overall quality of her provision. She gathers the views of others that help her to identify emerging gaps in practice. For example, the childminder has created a morning activity table. Children choose their favourite activity and help prepare for the next day. This helps children to settle quickly. n Parents are very complimentary of the level of care their children receive. They state, 'The childminder is both professional and friendly in her approach. She is able to discuss and raise things with parents in a timely manner. I have no doubt that she prioritises our children's needs and is always child focused in her decision making'. n The childminder plays alongside children and models how to make various marks using pens and paper. She talks to children about what she is drawing and encourages them to do the same. This helps to promote children's literacy skills. n Children are confident learners. They show care and concern towards others. The

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This provision is good

childminder is a positive role model. She provides regular praise and encouragement as children play. Children behave well. n The childminder does not fully utilise learning from professional development opportunities to help raise the quality of teaching to an outstanding level. n The childminder does not wholly maximise children's exploratory skills and provide them with even further opportunities to explore more natural materials.

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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 refine ways to build on learning from professional development opportunities that help to raise the quality of teaching to the highest level n provide even more opportunities for children to develop an interest in natural materials and extend their exploratory skills.

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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 assessed the impact this has on children's learning. n The inspector completed an 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

Safeguarding is effective. The childminder has a good knowledge of child protection issues. She is aware of local safeguarding procedures and demonstrates a robust understanding of the practice to follow in the event of a concern regarding the welfare of a child. The childminder promotes children's awareness of how to use the internet safely and supervises children well. Furthermore, the childminder encourages children to develop an awareness of how to keep themselves safe. For instance, they learn how to stay close to the childminder and follow road safety rules during outings. The childminder liaises with schools and other early years providers where children attend. She helps to prepare children well for what they need to learn next. Furthermore, the childminder reviews children's progress and plans activities that help to address any emerging gaps in their learning.

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Quality of teaching, learning and assessment is good

The childminder completes regular observations and assessments of children's learning. She shares this information with parents and invites them to share ideas and information about what children like to do at home. This helps to promote a consistent approach to learning. Children engage well in activities and make independent choices in their play. They show a keen interest in story books and sit close to the childminder while listening to their favourite tales. The childminder encourages children to repeat familiar words and phrases. This helps to promote children's communication skills.

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Personal development, behaviour and welfare are good

Children are physically active. They learn how to operate musical instruments, including electronic keyboards, and dance along to the music. Children confidently move their bodies in various ways. The childminder raises children's awareness of how to lead a healthy lifestyle. For instance, she provides them with healthy options during meal times and encourages them to follow good hygiene practices. Children develop good self-care skills from a young age.

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Outcomes for children are good

Children make good progress from what they know and can already do when they first start at the setting. They participate in role-play activities, including dressing up and pretend play games. Children demonstrate good levels of self-esteem. They talk to others about what they are playing with and what they plan to do next. This helps to promote their creative skills. Children use mathematical language as they play and set their own challenges during activities. For instance, they persevere when completing puzzles. Children are equipped with the key skills needed for future learning and their eventual move to school.

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Setting details

Unique reference number 506947 Local authority Northumberland Inspection number 10065193 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 1 - 11 Total number of places 6 Number of children on roll 9 Date of previous inspection 16 July 2015

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Registers

The childminder registered in 1993 and lives in Cramlington, Northumberland. She operates all year round from 7am to 6pm, Monday to Friday except for bank holidays and family holidays.

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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

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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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