Childminder in North Tyneside

Inspection date 10 July 2019 Previous inspection date 9 September 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 provides a well-organised environment in which children are highly valued. She offers a range of stimulating resources and plans activities that interest and engage children of all ages. Children show high levels of concentration as they play. They thoroughly enjoy their chosen activities. n The childminder is kind and caring. She provides a warm, nurturing home-from-home environment for children. Children form strong bonds with the childminder. They are happy and settled in her care. n The childminder is a positive role model who shares her clear expectations for good behaviour. She speaks calmly and kindly to children and helps them to learn about good manners, sharing and taking turns. This supports children's emotional well-being. n Partnerships with parents are good. The childminder works closely with them and there are effective arrangements to share details about children's learning. This shared

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This provision is good

approach promotes continuity between their home and the childminder's setting. Parents state that they are happy with the care and that everything is above exceptional. They say that the childminder has had a huge impact on their lives. n The childminder does not always pitch activities at the right developmental level to promote older children's early mark-making skills in preparation for writing. n The childminder does not always allow children the time they need to fully explore an activity before she moves them onto something else. This disrupts children's deep engagement in their play.

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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 the best use of opportunities that arise throughout the daily routine to extend older children's early mark-making skills in preparation for writing n allow children the time they need to fully explore an activity without disrupting their play.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held a number of discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector had a tour of the premises and 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 clear and comprehensive safety procedures that she follows closely to promote children's safety. She is alert to any signs that children may be at risk of harm and knows how to report concerns. The childminder regularly evaluates her provision. She has discussions with parents and this helps her to make continuous improvements in raising outcomes for children. The childminder maintains her knowledge and development. For instance, she reads online updates, attends training courses and makes good use of networking opportunities with other childminders. This all helps her to sharpen her teaching skills.

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Quality of teaching, learning and assessment is good

The childminder gathers useful information from parents from the start, to help her to identify what children know and can do. This helps her to tailor her support and enhance individual children's progress. The childminder provides a wealth of activities and resources to engage children in learning. Planned activities pay attention to individual children's skills to ensure that they are all included. For example, babies explore the texture of cereals and older children enjoy pouring the cereals from one container to another. They find hidden numbers in the cereals and this leads to discussions about what they are and helps them to recognise the written number. The childminder gives children time to work through their ideas before assisting. The childminder is skilled in helping children to gain communication and language skills. For example, she encourages them to hold a conversation, questions them about why things happen, and

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Quality of teaching, learning and assessment is good

gives them an explanation when they do not know. She listens intently to babies and repeats words so that children hear them clearly.

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Personal development, behaviour and welfare are good

The childminder offers children cuddles, praise and a sense of freedom to make their own choices and decisions. Children develop good self-esteem and become confident learners. Children develop an understanding of food that is good for them as the childminder introduces healthy meals, which they enjoy. Children begin to consider their own care needs and show emerging independence as they attempt to put their own socks and shoes on. They learn about good hygiene practices. The childminder teaches children about managing their own risks and keeping themselves safe. For example, they discuss the food being hot and children understand they may burn their mouths if they eat it too soon.

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Outcomes for children are good

Children make good progress from their starting points. They gain the skills that prepare them well for the next stage of their learning and the eventual move onto school. For example, they learn how to count beyond five and practise how to hold and use scissors effectively. Children are motivated to learn and develop good listening and concentration skills. They are confident communicators and make their needs known. Young children show enjoyment in books. They make their own choices and enjoy turning the pages and asking what the pictures are.

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Setting details

Unique reference number EY341338 Local authority North Tyneside Inspection number 10065090 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 - 3 Total number of places 6 Number of children on roll 5 Date of previous inspection 9 September 2015

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Registers

The childminder registered in 2006 and lives in Newcastle upon Tyne. She operates all year round from 7am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. The childminder provides 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

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Registers

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Registers

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Registers

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