Callaghan Eva

Inspection date 23 May 2019 Previous inspection date 27 August 2015

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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 reflects on the service she provides and takes into account the views of parents. She is committed to continuous improvement and the provision of a high- quality care and learning experience for children. n The childminder builds friendly and trusting relationships with parents. She keeps them informed about their children's day and learning. The childminder works with parents to meet children's individual care and learning needs. n The childminder has a good understanding of how children learn and develop. She uses effective teaching strategies and plans a wide range of activities that support children to make good progress. n The childminder provides a variety of resources for children to explore and role-play equipment to stimulate their imagination. For instance, children pretend to buy real fruit and vegetables in the role-play shop. n Children build a reassuring emotional attachment to the childminder and her assistant.

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This provision is good

They readily invite them to join in with their play and they are very responsive and sensitive to their individual needs. n The childminder does not always use information from assessments as effectively as possible to identify and plan precise next steps for children's learning. n Occasionally, the childminder and her assistant do not make the most of opportunities to teach children about the impact their actions can have on 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 make effective use of information gained from assessments to focus more precisely on what children need to learn next, to help them to make the best possible progress n consistently help children to understand the impact of their actions on other children and how this makes them feel.

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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 assessed the impact this has on children's learning. n The inspector completed a joint observation of an activity with the childminder. 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 and working in the household. n The inspector spoke with the children during the inspection. n The inspector took account of the views of parents from the written comments recorded in children's learning journals.

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Effectiveness of leadership and management is good

The childminder takes responsibility for keeping up to date with her own and her assistants' professional development. For example, both have completed training and developed a secure knowledge of their responsibility to protect children and families from being drawn into extreme behaviours and views. Safeguarding is effective. The childminder is aware of the signs and symptoms of abuse and confident about the action she would take if she had a concern about a child in her care. The childminder carefully monitors her assistants' practice. She provides appropriate supervision, support and training to ensure they fulfil their teaching responsibilities.

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Quality of teaching, learning and assessment is good

The childminder and her assistant provide good support for children's learning as they readily interact with them as they play. They make learning enjoyable. For example, children find out how adding water to sand means they can make 'sand pies'. They thoroughly enjoy the sensory feel of the cool sand on their hands. They scoop up water with various sized spades helping to develop excellent hand-to-eye coordination. Children's communication and language skills are promoted well. The childminder comments on children's play, asks questions and uses a variety of words to add to children's increasing vocabulary. She introduces simple mathematical language such as 'full' and 'heavy', as children fill and empty containers.

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Personal development, behaviour and welfare are good

Children have warm, close relationships with both the childminder and her assistant. They go to them for reassurance and cuddles during their play. Children are supported to be active and develop healthy lifestyles. They are provided with a balanced range of foods and show great pleasure at playing outside in the fresh air. The childminder provides frequent praise and encouragement to help children to recognise their achievements and boost their self-confidence. Overall, she teaches children to be kind to their friends and guides them well to take turns and share resources during play.

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Outcomes for children are good

All children do well in their learning. They are confident individuals who are motivated to explore and learn. Older children recognise the letters in their name and practise their early writing skills. Children manage their self-care skills relevant to their age and demonstrate emerging independence. They count and identify colours during play. Children are developing the skills and attitudes they need for the future and are well prepared for starting school.

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Setting details

Unique reference number EY270775 Local authority Sunderland Inspection number 10066185 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 12 Number of children on roll 19 Date of previous inspection 27 August 2015

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Registers

The childminder registered in 2003 and lives in the Millfield area of Sunderland. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has three assistants who work alongside her at various times.

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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

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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