Childminder in Sunderland

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

The childminder is kind, thoughtful and attentive. She has successfully created a caring and secure homely environment where all children are warmly welcomed and feel supported. Children seek the childminder out for comfort and reassurance, before going to play with their friends. The childminder and assistant plan a range of exciting and stimulating activities that support children to make progress in their learning. They use information about what the children already know. For example, when young children talk confidently about their visit to the farm, the childminder builds on this knowledge by introducing the small-world farm and animals. Furthermore, she extends learning by introducing vocabulary and singing children's favourite songs such as 'Old MacDonald'. The childminder has high expectations for all children, who are supported well in all aspects of their development. The childminder and assistant provide gentle,

p.2

The provision is good

consistent reminders to help children remember the rules of the setting. They demonstrate positive behaviour and self control. The childminder and assistant are good role models. They are calm and treat others with respect and kindness. Older children are very supportive and considerate to their younger peers. They mix well together and play cooperatively. This helps to build their social skills. Children are confident, curious learners. They independently move freely and safely between the indoor and outdoor play areas and actively explore the wide range of resources available.

p.2

need to do better?

n The quality of teaching is good. The childminder uses her observations of children's play to help identify their next steps for learning and plan exciting and interesting activities. This helps children to remain engaged and motivated. Children are developing the essential skills needed for their future learning. n The childminder has a good programme of professional development. She works with her local authority and regularly attends courses which have a positive impact on the quality of teaching. n The childminder has established effective partnership working with other professionals. She shares invaluable information, which helps to provide a consistent approach to children's care and learning. n Children benefit from well-planned adult-led activities, that encourage physical development. For example, they develop their fine-muscle skills as they manipulate dough and use their large muscles as they climb over obstacle

p.2

need to do better?

courses in the garden. n The childminder uses her knowledge to support children's communication and language development well. She skilfully asks questions and encourages children to form their own ideas and express themselves. Children enjoy familiar songs, rhymes and stories. Children are becoming confident communicators who make

p.2

need to do better?

4 September 2019 their needs known. n The childminder and assistant work well with parents. They take time to settle children in gradually, spending time with families before they start at the setting. Children have established strong bonds and attachments with the childminder and assistant, which helps to support their emotional well-being. Secure attachments are evident, and children are happy and settled. n The childminder prioritises children's safety and well-being. She carries out daily risk assessments in the home, garden and on outings. Children are becoming confident to risk assess themselves. For example, older children explain that they need to sweep up sand up to prevent any accidents. n Children are beginning to manage their own feelings and behaviours, with support from the childminder and assistant. For example, the childminder uses phrases such as 'kind hands' and 'kind words' to encourage positive behaviour.

p.2

need to do better?

As a result, children are developing a sense of right and wrong. n Children are making good progress in their learning and development. The childminder uses opportunities as they arise during play to extend and further children's knowledge and skills. For example, she makes the very best use of every opportunity to encourage children to think about shape, size and colour. n Although the childminder works well with parents, information gathered from them about what their child can do when they first start at the setting is not used effectively to plan highly challenging activities from the very beginning. n The childminder does not make the best use of supervision sessions with her assistants in order to raise the quality of teaching practice to an even higher level.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and assistant have a good knowledge of procedures to follow should they be concerned about a child's welfare. They work well together to help keep children safe. The childminder regularly updates her safeguarding training. This means that she has an in-depth knowledge of recent safeguarding issues, such as children being exposed to extreme views and behaviours. The childminder has recently reviewed her policies and procedures to reflect new guidance.

p.3

should:

n use information gathered from parents about what children can already do, in order to plan effective and challenging activities from the very beginning n further develop supervisions so that they can raise the quality of teaching and learning even further.

p.3

Setting details

Unique reference number EY382883 Local authority Sunderland Inspection number 10066193 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 12 Number of children on roll 18 Date of previous inspection 18 July 2016

p.4

Information about this early years setting

The childminder registered in 2008 and works with two assistants from her home in Sunderland. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for two- and three- year-old children.

p.4

Inspection activities

n The inspector carried out a learning walk with the childminder across the areas of her home used for childminding. They discussed the learning environment and how the curriculum is organised. n The inspector and the childminder observed and evaluated an activity. 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 in the household. n The inspector spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

p.4

Inspection activities

4 September 2019 We carried out this inspection 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.

p.4

Inspection activities

4 September 2019 regulates and inspects to 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.

p.5

Inspection activities

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 .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6