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 Outstanding

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The provision is good

The childminder provides a rich and varied environment for all the children in her care. Children are happy, settled and confident. They seek the support of the childminder in their activities, for reassurance and for cuddles. The childminder takes the time to explain new situations to children to ensure they understand, feel safe and are comfortable. Children giggle with delight as they play with their peers and use mirrors to look at their expressions and understand how they feel. Children are keen to join in with activities and are eager to learn.

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The provision is good

Children have good opportunities to make choices and direct their own learning. They are encouraged to follow their interests and select toys and resources independently. Children have opportunities to meet with other children of a similar age and develop their social skills. For example, the childminder regularly visits local toddler groups and places of interest to enhance children's experiences. The childminder uses her observations and assessments to plan for and consolidate children's learning. Her commitment to high-quality practice together with high expectations for learning and behaviour support children to make good progress.

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need to do better?

n The quality of teaching is good. The experienced and well-qualified childminder places the children at the centre of everything she does. She has a good knowledge and understanding of how children learn and develop. She uses this to provide activities that interest and challenge children. Children are making good progress and are well prepared for school and the next stage of their education. n Children are very well behaved. They show care and consideration towards each other and to adults. From a very early age, children develop an understanding of how to share and take turns. The childminder is especially respectful towards children and is an excellent role model for positive behaviour. Children are praised in a consistent and meaningful way that increases their self-esteem and emotional well-being. n The childminder reflects on her practice and identifies areas for further development. She has accessed some training. However, this is not yet focused

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need to do better?

on how to extend and further develop teaching to improve children's achievements even further. n The childminder supports children's communication and language skills very well through her highly effective modelling of correct language and through providing children with opportunities to explore with sounds and words as they play. n Throughout play, the childminder maximises opportunities for children to develop skills in understanding the meaning of print. For example, children explore with various mediums as they draw and make marks. They show

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need to do better?

5 September 2019 sustained concentration as they listen with interest to stories read by the childminder, using props or puppets. They then take great delight in reading to each other. n Partnerships with parents are very well established. The childminder ensures that parents are kept informed about every aspect of their children's care and education, using their preferred method of communication. For example, she completes daily diaries and uses various messaging styles. Parents' comments are extremely positive. Parents comment on the commitment and dedication of the childminder to the children in her care and the whole family. n The childminder provides children with opportunities to develop some mathematical skills, such as counting. However, she does not always maximise opportunities to extend children's understanding of shape, space and measure. n Children have free access to outdoor play where they take part in a wide range

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need to do better?

of activities to extend and support their learning. They understand the clothes they need for the type of weather and discuss with the childminder when they will need coats. n The childminder supports children to practise and understand good hygiene practices, such as washing hands after outdoor play and toileting. She provides a range of healthy meals and snacks. Children understand why they need to eat healthy food and how it supports them to grow and have energy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a very good knowledge and understanding of her role and responsibility to ensure children in her care are kept safe. She understands the procedures to follow should she have any concerns about a child and the rigorous records required. Her wealth of robust policies and procedures underpin every aspect of her practice. She ensures that she keeps up to date with changes in legislation through attending various courses and updates. She ensures her home is secure at all times and she identifies and minimises any potential hazards to children's safety.

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should:

n strengthen the plans for professional development to raise the quality of teaching further and secure the highest levels of achievement for all children n make better use of everyday opportunities to further extend children's understanding and enjoyment of shape, space and measure.

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Setting details

Unique reference number 502876 Local authority Sunderland Inspection number 10117036 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 to 9 Total number of places 6 Number of children on roll 12 Date of previous inspection 10 March 2016

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Information about this early years setting

The childminder registered in 2001 and lives in the Fulwell area of Sunderland. She operates all year round from 7.30am 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-, three- and four-year-old children.

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Inspection activities

n The inspector completed a 'learning walk' of the premises. She observed the quality of teaching during activities indoors and outdoors 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 spoke to children during the inspection. n The inspector took account of the views of parents through written feedback provided.

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Inspection activities

5 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.

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Inspection activities

5 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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