Childminder EY424545

Inspection date 15 February 2019 Previous inspection date 1 July 2016

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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 has a good knowledge of how children learn and develop. She uses this information to observe, assess and plan activities to support children's continued development. n The childminder and her assistant work effectively as a team. They review their practice and make plans for improvement. The childminder seeks the views of parents and children to help maintain good standards and drive further developments. n Partnership working with parents is good. The childminder regularly exchanges information to help to ensure continuity in children's care and learning. Comments from parents about the care that their children receive are very positive. n Children settle well and form good relationships with the childminder and her assistant. They are happy and confident in their care. The childminder and her assistant know children's individual needs and personalities well. n Children's behaviour is good and they play amicably together. From a very young age,

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This provision is good

children build friendships, share toys and communicate effectively with each other. n The childminder supports her assistant well. She provides regular feedback on her practice and offers weekly supervisory meetings. n On occasions, children do not have time to become fully engaged in their learning and play as the childminder moves them on to routine activities too quickly. n The childminder does not consistently share information about children's learning with other settings and schools that children also attend, in order to extend their ongoing progress.

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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 give children more time to be engaged in their play to build further on their development and make the best possible progress n extend the links with other settings and schools that children attend to share information about children's development and use this more precisely to support their continued good progress.

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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 held a number of discussions with the childminder and her assistant. 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 reading the written feedback provided.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder completes regular child protection training to keep her knowledge and understanding up to date. She understands the action she must take if she has any concerns about a child's welfare. The childminder ensures that her home is safe and secure for children. She is committed to keeping her knowledge and skills up to date. The childminder has recently attended a variety of training in safeguarding matters and has identified other training to strengthen her knowledge further. She monitors children's progress closely. The childminder shares this information with parents and uses it to help her to identify if children need further support to help them to make progress.

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Quality of teaching, learning and assessment is good

The childminder and her assistant interact very naturally with children. They sit on the floor with children as they play, encouraging and supporting their interests. Children eagerly join in with activities that encourage their sensory development. They enjoy exploring sand and water. Older children develop their mathematical skills. The childminder encourages them to recognise shapes and compare sizes when they play. The childminder and her assistant support children's communication and language effectively. Very young children babble happily while they play. The childminder offers good support as she repeats and extends what they are saying. Older children develop their early writing skills as they make marks in foam. The childminder encourages children to learn about the world around them. Younger children discuss the weather and older children learn about planets and the solar system.

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Personal development, behaviour and welfare are good

The childminder is sensitive to children's needs. Children benefit from close support and sensitive interaction from the childminder and assistant. The childminder recognises when children are tired or hungry and she meets their care needs effectively. She encourages children's independence well. For example, she provides toys and resources at children's level, which they access easily. Children benefit from plenty of attention and praise from the childminder and her assistant. They develop high levels of self-esteem. The childminder encourages children to eat healthy food, and provides them with daily opportunities to have fresh air and exercise. She makes good use of the local environment to promote children's social skills. Children enjoy visits to a local toddler group, where they have opportunities to socialise with other children in larger groups.

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Outcomes for children are good

Children confidently explore the well-resourced environment. They are independent and curious learners. Children are willing to have a go at a wide range of learning opportunities. Older children learn to count and recognise letters and the sounds they represent. Young children are beginning to show independence in their self-care skills. For example, they learn to feed themselves. All children make good progress and develop skills that will help prepare them for their future learning, including their move on to school.

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Setting details

Unique reference number EY424545 Local authority North Tyneside Inspection number 10065108 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 - 4 Total number of places 12 Number of children on roll 10 Date of previous inspection 1 July 2016

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Registers

The childminder registered in 2011 and lives in the Forest Hall area of Newcastle upon Tyne. She works with an assistant and 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. She provides funded early education 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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