Childminder in Sunderland

Inspection date 5 March 2019 Previous inspection date 24 May 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 warm, nurturing approach that puts children at ease. Children settle quickly into her care and develop a strong sense of belonging. The childminder's home has a welcoming atmosphere and is full of fun and laughter. Children enjoy her company. n Children are keen to join in activities. The childminder encourages them to keep trying and to resolve problems as they play. This contributes to the resilience and confidence that children demonstrate as they learn. n Parents describe the childminder as kind, caring and considerate and appreciate her for 'going the extra mile'. They say that they have absolute confidence in her and would recommend her services to other parents without hesitation. n Partnerships with other settings are becoming stronger. The childminder shares information with school and nursery staff to help them to support children's learning and development consistently.

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This provision is good

n The childminder understands how young children learn. She considers what children already know and can do when she makes plans for their learning. However, she does not consistently focus her teaching precisely enough on areas of learning where children are not developing some key skills swiftly to help them to catch up as quickly as possible. n The childminder raises children's awareness of healthy eating through a range of activities, such as making models of fruit with dough and taking them to the shops to choose healthy items for their snack. However, she does not consistently teach them about good hygiene habits to promote their good health even more effectively. n The childminder does not provide enough opportunities for children to learn to understand diversity and to respect and celebrate the differences and similarities between themselves and others.

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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 teaching more precisely on what children most need to learn next and help them to make even better progress n help children to develop a deeper understanding of hygiene practices that help to ensure their good health n enhance children's opportunities to learn about and celebrate the differences between themselves and others, in the setting and in the wider world.

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What the setting needs to do to improve further

Inspection activities n The inspector viewed the areas of the childminder's home that are used for childminding. n The inspector observed the quality of teaching and assessed it's impact on children's learning and development. n The inspector evaluated an activity alongside the childminder. n The inspector spoke to the childminder at appropriate times during the inspection. She looked at relevant documents, including evidence of the suitability checks carried out on adults in the household. n The inspector spoke to children at appropriate times during the inspection. She looked at written feedback from parents and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. The childminder knows what to do if she is concerned about a child's welfare. She seeks feedback from parents to help her to evaluate her practice and identify areas for development. For example, the childminder has increased the amount of information she shares with parents to help to strengthen her assessments and support children's learning at home. The childminder continues with her professional development to help to enhance her practice. For instance, she has extended her knowledge of good practice when working with babies. The childminder has also developed a deeper understanding of how to assess children's progress accurately. She monitors children's achievements and, generally, plans activities that support their learning and development. However, some children would benefit from a stronger focus on minor gaps in their learning to encourage them to make even faster progress.

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Quality of teaching, learning and assessment is good

Teaching is good. The childminder demonstrates new skills and children watch and learn and develop confidence in their abilities. She incorporates numbers and counting into activities and routines. Children learn that numbers represent quantity and begin to use mathematical language during play. This contributes to their good achievements in this area of learning. Toddlers learn to push themselves along on toy cars, while older children balance and pedal bikes around an obstacle course set up by the childminder. This helps to promote their physical development and they develop strength and agility. All children eagerly join in with songs. The childminder's enthusiasm encourages them to dance and sing along, anticipating familiar words and actions.

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Personal development, behaviour and welfare are good

Children are well behaved. The childminder has a positive approach to managing their behaviour. She offers them plenty of praise and attention and provides stimulating and varied activities to ensure that children are involved and engaged while in her care. Children form close bonds with her that help to support their emotional well-being. The childminder takes children to group activities in the community. This helps them to experience being part of a larger group of children and to develop social skills in preparation for starting school. Children develop independence and learn to manage their own self-care needs. For example, the childminder encourages them to put on their own coat and shoes and take care of their belongings.

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Outcomes for children are good

Children are working within the levels of development that are typically expected for their age. All children, including those who speak English as an additional language, make good progress from their individual starting points in learning. They are motivated to join in activities and demonstrate a positive attitude to learning. Children learn key skills in literacy that help to provide a good foundation for later learning. For example, they share stories with the childminder and learn about the structure of books. They enjoy making marks with water pens on a mat. Toddlers show delight as they notice the marks they make and older children learn to form recognisable shapes to represent their ideas.

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Setting details

Unique reference number 305554 Local authority Sunderland Inspection number 10066190 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 - 12 Total number of places 6 Number of children on roll 10 Date of previous inspection 24 May 2016

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Registers

The childminder registered in 1994 and lives in Lambton, Washington. Opening hours are 7.30am to 6pm, Monday to Thursday and 7.30am to 5.30pm on Fridays. She operates all year round, except for bank holidays and family holidays. The childminder provides funded early education for three-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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