Childminder in South Tyneside

Inspection date 7 February 2019 Previous inspection date 27 October 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 manages children's behaviour well. She uses a range of strategies, such as giving children choices to help them to understand her expectations. The childminder helps children manage their emotions. For example, she uses singing or looking at books to calm or distract children. n Children with special educational needs and/or disabilities (SEND) make good progress. The childminder incorporates recommendations from a range of health professionals into her daily routine. n The childminder knows children well. She notices what they are interested in and provides a range of activities to support their interests. n The childminder is committed to her own professional development. She has attended a range of courses to strengthen her teaching and identifies training to improve her provision further. n The childminder is not sufficiently proactive in establishing consistent and effective methods of sharing information about children's individual learning and development

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This provision is good

with parents and other early years settings children attend. As a result, continuity in children's learning is not promoted fully. n The childminder does not provide consistently high levels of support and challenge when supporting children's play and learning, to raise their achievement even further.

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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 the already good partnerships with parents and other early years providers to extend children's learning and development even more effectively n provide consistently high levels of support and challenge to raise children's learning even further.

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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 childminder is keen to improve her provision and seeks the views of parents. She evaluates her practice and identifies areas where she could improve further. She uses her findings to inform further professional development opportunities. Training in safeguarding has strengthened her child protection knowledge further. The arrangements for safeguarding are effective. The childminder has a good knowledge of signs and symptoms that may indicate possible abuse to children. She knows who to contact should she have any concerns about a child's welfare. The childminder monitors children's learning and takes action when she identifies areas where further support is needed.

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Quality of teaching, learning and assessment is good

The childminder uses her observations to identify where children are in their learning. She uses her knowledge and skills to identify what children need to learn next. Children are engaged and motivated to learn. Young children concentrate as they complete alphabet and number jigsaws. They talk about the numbers and letters as they work. The childminder gives children time to work things out for themselves. For example, when children struggle to fit the train track together, she gives them time to find a solution. The childminder helps children to acquire language. For example, she uses good questioning and encourages children to respond using simple sentences.

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Personal development, behaviour and welfare are good

Children develop good relationships with the childminder. Children with SEND enjoy the company of other children and eagerly anticipate collecting them from school. Parents comment that the childminder provides a home-from-home environment. They believe her commitment to her job and the levels of care she provides are excellent. Children develop an understanding of how they can keep themselves healthy. The childminder encourages children to eat food from the various food groups and provides lots of praise when they eat healthy food. Children learn that good hygiene supports their well-being and they follow routines such as washing their hands before eating. They enjoy going for regular walks and look forward to playing in the childminder's garden, or at soft-play centres.

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Outcomes for children are good

All children, including those with SEND, make good progress. They develop a good range of skills which prepare them well for the next stage in their learning. Children count numbers in order beyond 20. They confidently recognise numbers and the letters of the alphabet. Children develop increasing independence as they select resources to play with. Children with SEND develop their communication skills well. They confidently repeat phrases used by the childminder.

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Setting details

Unique reference number EY478870 Local authority South Tyneside Inspection number 10065864 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 3 - Total number of places 6 Number of children on roll 4 Date of previous inspection 27 October 2015

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Registers

The childminder registered in 2014 and lives in South Shields. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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

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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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