Claire Moran

Inspection date 29 March 2019 Previous inspection date 12 April 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 is very kind and nurturing to children. Children are very happy, confident and have settled well in the setting. The environment is warm and welcoming. Children develop highly secure and trusting relationships. n The childminder has good teaching skills. She regularly observes and assesses children's development and plans for what they need to learn next. Children make good progress in all areas of their learning. n The childminder interacts very naturally with children. She plays with children, encouraging and supporting them to explore and investigate. The childminder knows each child well and uses their interests to encourage and support their learning. n Overall, the childminder forms positive relationships with parents. She ensures that she involves them in all aspects of their children's care. Parents are very positive about the care and activities the childminder provides for their children. They comment on the

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This provision is good

'fabulous bond' their children have with the childminder and state that they are 'lucky to have her as a childminder'. n The childminder meets regularly with other childminders and takes children to many groups in the local community. This provides children with opportunities to socialise in larger groups and make new friendships, to help to further their social development. n The childminder successfully promotes children's language and communication skills. She sits with children as they play and speaks clearly to them, commenting on their play and giving them time to think and try new words. n The childminder has good relationships with professionals at schools that children also attend. Daily conversations help to provide continuity of care and complement children's learning at school. The childminder takes younger children to visit the local school, to help prepare them for when the time comes to move on to school.

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This provision is good

n The childminder does not share precise information with parents about their children's current levels of development to promote continuity in learning for children. n The childminder has not recently targeted professional development opportunities to help enhance her practice to an outstanding 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 share more detailed information with parents about their children's current stages of development, to promote consistency in learning for children n extend how professional development opportunities can be used to raise the quality of the already good practice to a higher level.

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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 and assessed the impact this has on children's learning. She evaluated an activity with the childminder. n The inspector viewed the areas in the home used for childminding. n The inspector held discussions with the childminder. She looked at a selection of relevant documentation. 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

Safeguarding is effective. The childminder has a clear understanding of her responsibility to protect children. She is aware of the signs that would concern her about a child's welfare. The childminder knows the procedures to follow to report any issues and has attended training to ensure her knowledge is up to date. Children are cared for in a safe and secure environment. The childminder evaluates and reflects on her practice, considering the views of parents and children. She has plans in place to develop her knowledge of how to support children's learning further. The childminder uses effective methods to enable her to accurately monitor and assess children's progress.

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Quality of teaching, learning and assessment is good

Children eagerly take part in a wide variety of interesting and motivating activities. Outdoors, young children delight in playing with water. They experiment with emptying and filling pans and sieves. The childminder encourages children to develop their mathematical language when they play. She uses words such as 'more', 'empty' and 'full'. Children learn to explore and investigate different tools and creative materials. They concentrate well and become absorbed in making and decorating models of Easter chicks. The childminder encourages children to engage in imaginative play. For example, they play with role-play resources and confidently pretend to care for dolls, covering them with blankets and rocking them to sleep. The childminder encourages children to count, recognise colours and compare sizes, when they play with small and soft beads. Children are offered many sensory experiences. They delight in exploring and

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Quality of teaching, learning and assessment is good

investigating different media, such as slime, foam, sand and spaghetti.

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Personal development, behaviour and welfare are good

Children develop excellent relationships with the childminder. She knows their individual personalities very well. Children move around the home freely selecting their own activities from a range of resources. The childminder offers children uninterrupted time outdoors, where they are physically active. Children learn about safety and managing reasonable risks. They regularly walk to toddler groups, play outside in the garden and go to local parks. Children's behaviour is very good. The childminder gives children specific praise for their efforts and children show an understanding of what is expected of them. The childminder encourages children to share, take turns and use good manners when they play. She works with parents to encourage children to eat nutritious meals and snacks. The childminder develops children's understanding of healthy lifestyles effectively.

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Outcomes for children are good

Children are confident and independent. They make many choices about their play and learning. Children have good communication and language skills and they engage in conversations with visitors and the childminder. Young children are beginning to show independence in their self-care skills. They put on their own shoes, learn to wash their hands and use the toilet. Children demonstrate good levels of concentration and perseverance. They make good progress and develop skills that help prepare them for their future learning.

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Setting details

Unique reference number EY460675 Local authority Sunderland Inspection number 10075420 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 6 Number of children on roll 10 Date of previous inspection 12 April 2016

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Registers

The childminder registered in 2013 and lives in Washington, Tyne and Wear. She operates all year round from 7.30am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder offers 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

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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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