Childminder in Northumberland

Inspection date 6 March 2019 Previous inspection date 2 March 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 successfully monitors the children's learning and development. She makes good use of observations and assessments to help her build on children's existing skills. n The childminder carries out thorough risk assessments of the learning environment and teaches children how to manage their own safety. For instance, she reminds them not to run indoors and to hold her hand when walking through the farmyard. n The childminder has good settling-in procedures for new children. This helps them to settle quickly and supports their personal, social and emotional needs very well. n Children learn to value and respect others as they play. They communicate well and express their needs as required. n Children enjoy singing songs and use good physical control during these activities. For instance, they use their fingers as twinkly stars and laugh as they row their pretend boats together. n At times, the childminder does not fully consider ways to further support young

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This provision is good

children's emerging speech and language skills. n The childminder has not fully implemented a focused programme of professional development to improve her knowledge and practice to an even higher level.

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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 focus more precisely on supporting young children to develop their early speaking and language skills even further, for example when discussing farm animal names n target the planning of the professional development programme more effectively to help improve knowledge and practice to an even higher level.

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What the setting needs to do to improve further

Inspection activities n The inspector completed a tour of the premises, including the indoor play environment, the outdoor play areas and the farmyard. n The inspector observed the quality of teaching and discussed children's learning and progress with the childminder. n The inspector spoke to the childminder and children throughout the inspection at appropriate times. n The inspector spoke to parents and read letters of reference to take into account their views on the service they receive.

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Effectiveness of leadership and management is good

The childminder has a good understanding of how to safeguard children. For example, she regularly updates her child protection training. She knows the correct procedures and processes to follow should she have any concerns about a child's safety. Safeguarding is effective. The childminder evaluates her provision and asks parents and children for their input. This helps her to identify areas of practice that may require further improvement. The childminder regularly shares information about children's development with parents. For instance, she verbally updates them about their children's play and achievements and completes a daily diary. This helps parents to have a good understanding of children's learning in the setting. Partnerships with parents are extremely good. Parents say their children 'love attending' and that they make 'rapid progress' while in the childminder's care.

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Quality of teaching, learning and assessment is good

The childminder supports the children's learning well. She follows their interests and plans activities that they will enjoy and that enhance their development. This is evident as the children play happily with the wooden train set, skilfully slotting the sections together to make a large train track. Children have many opportunities to be creative. For example, children delight in mixing colours together when painting and learn new colour names. They enthusiastically use a variety of sponge shapes to print circles and triangles. The childminder extends their mathematical language skills effectively, such as counting numbers as they bang the sponges up and down. She repeats the shape names clearly back to the children and praises their efforts as they attempt to copy her.

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Personal development, behaviour and welfare are good

The childminder is warm and kind. She creates a positive and caring learning environment for all children. Children readily approach the childminder for cuddles and close relationships are evident. The childminder effectively promotes children's good health. For example, they have daily opportunities to run around in large enclosed fields and take great delight in meeting the farm animals. They help collect the newly laid chicken eggs and confidently count them. They know to wash their hands when they return back indoors. Children socialise well and behaviour is age appropriate.

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Outcomes for children are good

Children are active and independent learners. They confidently explore the learning environment. Children engage well with their chosen activities and make good progress. They are gaining a good range of skills that are required for the next stage in their learning and their eventual move to school. The childminder plans activities to help them to learn about their local community. For instance, they visit the local beach to see the boats and to help them learn about the world around them.

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Setting details

Unique reference number 403031 Local authority Northumberland Inspection number 10065206 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 0 - 8 Total number of places 6 Number of children on roll 8 Date of previous inspection 2 March 2016

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Registers

The childminder registered in 1994 and lives in Chathill, Northumberland. She operates all year round from 8am to 5.30pm, Monday to Friday, except for 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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