Childminder in Newcastle upon Tyne

Inspection date 5 February 2019 Previous inspection date 29 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 allows children to lead their own learning. She gets involved in their play and extends their learning well through introducing wider opportunities and activities linked to their individual interests. n Children are happy and settled. They form close bonds with the childminder and show that they feel secure. The childminder is warm and responsive. She meets children's individual physical and emotional needs well. n Children receive regular praise and encouragement. This contributes to children's positive self-esteem and self-worth. The childminder celebrates children's achievements in creative ways and they behave very well. n The childminder has developed successful partnerships with parents and other settings that children attend. She shares information with them regularly to identify children's learning objectives and to find out about their achievements. This ensures a consistent

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This provision is good

approach to children's learning and development. n The childminder does not make the most effective use of self-evaluation to help identify ongoing priorities and plans to help raise the quality of the provision even further. n At times, the childminder misses opportunities to develop older children's understanding of mathematics during everyday activities.

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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 enhance self-evaluation to help shape ongoing plans and raise the quality of the provision to a higher level n improve opportunities that help further increase children's understanding of mathematics during everyday activities.

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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 ensures that she remains up to date with her training, knowledge and understanding of child protection. She is aware of her role and responsibility and knows who to contact should she have a concern over a child in her care. Regular monitoring of children's progress helps the childminder to identify any possible gaps in children's development and learning. The childminder regularly completes training to keep her teaching skills up to date. She shares knowledge from her professional development with her assistant and monitors the impact of changes on the outcomes for children.

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Quality of teaching, learning and assessment is good

The childminder has a good understanding of how children learn and develop. She regularly observes children and assesses their development to find out what they can do and what they need to learn next. The childminder supports children's language and communication skills well. For instance, she effectively uses activities as a way to broaden children's vocabulary and help them understand the meanings of words. For children who speak English as an additional language, she uses words in their home language alongside the English words. This supports children's understanding. The childminder successfully adapts activities to help children build on what they already know. For example, children confidently name the colours of pens they are using to draw and the childminder introduces them to the idea of colours in different shades, such as light or dark green.

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Personal development, behaviour and welfare are good

Children develop strong and trusting bonds with the childminder. They settle in quickly and demonstrate that they feel extremely happy and comfortable in her welcoming home. The childminder takes children on outings and they regularly attend sessions at local playgroups and libraries. This helps them to become confident in a wide range of social settings. Children enjoy the healthy foods and snacks provided by their parents. They benefit from plenty of active, outdoor play each day. The childminder teaches children about risks and ensures that they understand how to keep themselves safe in different situations, such as learning to cross the road safely.

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Outcomes for children are good

Children develop good skills and are ready to move on to their next stage of learning. They use a wide range of resources to build their writing skills. For example, children enjoy colouring with pens as they chat with the childminder about the drawing. Children are creative and learn to use their imaginations successfully, such as pretending to cook meals in the role-play areas. Children show curiosity in their learning and the childminder challenges them effectively.

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Setting details

Unique reference number EY430930 Local authority Newcastle upon Tyne Inspection number 10064888 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 2 - 11 Total number of places 12 Number of children on roll 6 Date of previous inspection 29 July 2015

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Registers

The childminder registered in 2011. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3 and works with an assistant.

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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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