Younger, Alexandra

Inspection date 16 January 2019 Previous inspection date 14 September 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 works closely with her assistants to provide a strong provision for children and their families. She has good self-evaluation procedures and very regularly gathers the views of others. This helps her to swiftly identify and address emerging gaps in practice. n Parents speak very highly of the nurturing childminder and her assistants. They feel very welcomed into the setting and compliment the childminder on the very regular communication they receive. Parents state that their children are very well settled and enjoy their time at the setting. n The childminder and her assistants effectively promote children's communication and language skills. Children, including those who speak English as an additional language, make very good progress. Children engage enthusiastically in conversations. n Children have very good opportunities to participate in physical activities. They join in excitedly with music and movement time, and move their bodies along to the sounds of

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This provision is good

the instruments. n The childminder does not astutely review assessments completed by assistants to ensure children's development needs are very precisely identified. n The childminder and assistants, on occasions, do not fully ensure daily transition periods are free from disruption to children's learning.

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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 review assessments that are completed by assistants to ensure children's development needs are astutely identified and they are provided with even further challenge in their learning n refine transition periods between daily routines to help maximise children's learning and engagement 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 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 and her assistants demonstrate a good understanding of the signs and symptoms of abuse. The childminder has implemented effective policies and shares this information with her assistants. Assistants are aware of the procedure to follow in the event of concern about another adult's practice. Furthermore, they encourage children to develop an awareness of how to keep themselves safe. For instance, children develop an understanding of the hazards of running outside on wet, muddy grass. The childminder works very closely with schools and other early years providers where children attend. This helps to provide a continued approach to learning. The childminder completes supervision sessions with her assistants and identifies training needs.

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Quality of teaching, learning and assessment is good

The qualified childminder and her assistants plan activities based on children's interests. Children make independent choices during their play and engage well in all activities on offer. The childminder and assistants complete observations and assessment that help to identify what children need to learn next. They encourage children to use mathematical language as they play. For instance, children learn to make comparisons, count and talk about the differences between various objects during water play games. Furthermore, children develop good literacy skills. Children listen attentively to stories being read to them and join in using props and puppets.

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Personal development, behaviour and welfare are good

Children behave well and demonstrate good levels of self-esteem. Children take pride in their achievements. They demonstrate respect towards others and learn about the similarities and differences between themselves and others. Children are provided with healthy choices during mealtimes and follow good hygiene practices. They are confident learners and form strong friendships with others. Children learn good self-care skills and participate in small tasks, including helping to tidy away toys and equipment. Children learn to put on their own coats and shoes ready for outdoor play. This helps to develop their independence.

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Outcomes for children are good

Children make good progress across all areas of learning. They demonstrate good creative skills and use their imagination well. For instance, they create their own pretend play games when using toy vehicles and dinosaurs. Furthermore, children develop good hand-eye coordination skills. They concentrate as they carefully build models and towers using small wood blocks. 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 EY301796 Local authority Northumberland Inspection number 10065197 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 - 9 Total number of places 18 Number of children on roll 22 Date of previous inspection 14 September 2015

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Registers

The childminder registered in 2005 and lives in Ashington, Northumberland. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4. She has three assistants who work alongside her at various times during the week. One of her assistants holds appropriate early years qualifications at level 3.

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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

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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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