Bower, Lesley Anne

Inspection date 2 May 2019 Previous inspection date 6 January 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 understanding of how children learn and develop. She tracks children's development closely and quickly identifies ways to close any emerging gaps in their learning. All children make good progress from their starting points. n The childminder makes children feel very welcome. Children develop very close attachments with the childminder. She helps to build children's confidence and self- esteem effectively. n The childminder supports children to develop good communication skills. She speaks clearly, models language and repeats words as children play. n Parents speak very highly of the childminder. For example, they comment that the childminder has helped their children reach all of their important milestones. Parents praise the variety of creative, educational and physical activities that the childminder offers children. n Children's behaviour is good. The childminder is a positive role model and regularly

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This provision is good

praises children. She is calm, kind and teaches children good manners and how to share and take turns. n The childminder encourages children to learn about the world in which they live. Children enjoy many trips out. They experience a wide range of learning opportunities in the local community. For example, children visit the park, museums and beach to help develop their curiosity about the world in which they live. n The childminder has attended all required training, such as first aid and safeguarding. However, she has not targeted professional development opportunities to develop her knowledge and practice to the highest level. n The childminder has good relationships with professionals at schools that children also attend. She has conversations with school staff to help provide continuity of care for children. However, the childminder does not share detailed information about children's development, to fully complement their learning.

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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 professional development opportunities more precisely, to help raise the quality of already good teaching to an outstanding level n share more-detailed information about children's development with other settings they also attend, to provide continuity in children's learning.

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What the setting needs to do to improve further

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 looked at all areas of the premises that children access. n The inspector held a number of discussions with the childminder. She looked at a sample 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

The childminder has high expectations for herself and the service that she provides. She evaluates her practice and regularly gathers parents' views, such as through verbal discussions and questionnaires. Safeguarding is effective. The childminder knows how to recognise signs that children may be at risk of harm. She understands the action to take to help protect children's safety and welfare. The childminder maintains good standards of safety in her home and on outings, to keep children secure and help them to learn about staying safe. She shares her good knowledge of how children are progressing with parents. Parents are encouraged to share information about what their children enjoy at home, which the childminder extends in the setting.

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Quality of teaching, learning and assessment is good

The childminder observes children as they play. This helps her to identify children's individual interests and what they need to learn next. For example, she notices that children like to explore toy cars. With this in mind, she provides a tray of resources with different materials and vehicles. Children develop their physical skills as they scoop materials from one container to another and make patterns. The childminder builds on children's interests and strives to provide further stimulating activities. For example, she provides tubes for children to roll toy vehicles through. The childminder supports the development of mathematics well. When children are playing with blocks, she takes the opportunity to encourage discussion about colours, shapes and patterns. The environment is organised well to help children make choices in their play. Children use role-play resources to play imaginatively for an extended period of time.

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Personal development, behaviour and welfare are good

The childminder carefully nurtures children's emotional well-being. She works closely with parents to learn about children's preferences and routines. Children settle quickly and are ready to learn. The childminder makes sure that children are happy, well looked after and enjoy what they do. She promotes children's good health. For example, the childminder teaches children from a young age about the importance of washing their hands before eating. The childminder encourages good hygiene practices and offers a choice of healthy snacks and drinks. Children benefit from many opportunities for physical exercise. They have lots of opportunities to play outdoors and access fresh air.

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Outcomes for children are good

Children are developing effective skills that they need to help their future learning and eventual move on to school. They have high levels of independence and do things for themselves. For example, they choose what they would like to play with. Children learn to manage their own self-care needs, such as going to the toilet on their own. They show good levels of curiosity and excitement as they explore well-prepared activities. Children delight in new experiences and display confidence in investigating. They are busy and active learners. Children regularly attend local groups where they learn to interact and socialise with others. They are polite and behave well, and say 'please' and 'thank you' without reminders.

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Setting details

Unique reference number EY388558 Local authority North Tyneside Inspection number 10065106 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 - 10 Total number of places 6 Number of children on roll 11 Date of previous inspection 6 January 2016

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Registers

The childminder registered in 2009 and lives in Whitley Bay, Tyne and Wear. She operates all year round from 7.30m to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification at level 3. She provides early funded 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

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Registers

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Registers

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Registers

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