Telfer, Helen Catherine

Overall effectiveness Good

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

p.1

The provision is good

Children's self-esteem, confidence and emotional well-being is very high. They have formed very close bonds with the sensitive and nurturing childminder. Children are confident, happy and settled in the childminder's home. She knows the children in her care extremely well and carefully builds on what they already know to extend their learning even further. For example, when children are beginning to develop their small-muscle skills, the childminder provides activities to develop this even further. Children benefit from activities that are linked to their individual interests. For example, children pack a backpack with items of interest. The childminder extends the activity by introducing a torch and showing children how to turn this on and off. This supports children's knowledge of how simple technology works. The childminder then demonstrates how to cast shadows. Children watch excitedly as the childminder moves the shadows on the wall.

p.2

The provision is good

Children are curious learners, who investigate and explore during their play. For example, children wait excitedly to see if their cakes look different after they have been in the oven. The childminder has high expectations for children's behaviour. Children behave well. The childminder provides gentle reminders of what is expected. For example, when children try to climb on chairs the childminder explains why it is not safe. This helps children to develop a sense of right and wrong.

p.2

need to do better?

n The childminder supports children's communication and language skills very well. She provides commentary for children's play and introduces a wide range of new words to help build on their developing vocabulary. She provides a variety of experiences to support children's listening skills. For example, children follow simple instructions when baking cakes and they enjoy snuggling up to the childminder, listening to their favourite stories. Children enthusiastically select books and act out the roles of their favourite characters. n Overall, partnerships with parents are good. Parents are very complimentary of the childminder. The childminder gathers a wealth of information when children first start at the setting. She regularly shares information about children's assessments and what activities children enjoy during the day. However, the childminder does not consistently offer parents suggestions about how they can

p.2

need to do better?

continue to extend their children's learning at home. n The childminder understands the importance of self-evaluation to support her to make ongoing improvements to the quality of her practice. She gathers the views of parents and children. The childminder reflects on all areas of her practice. She has a targeted programme of professional development and regularly attends courses which have a positive impact on the quality of teaching.

p.2

need to do better?

15 October 2019 n The childminder has previously engaged with settings that children also attend. However, she has not yet developed effective systems to work in partnership with newer settings that children attend, to establish a complementary approach to their learning. n Children are making good progress in their learning and development. The childminder carries out regular observations and assessments and monitors children's progress closely, to check that there are no gaps in their learning. She identifies the next steps in children's learning and development and is responsive to helping the children achieve them during their play. n The childminder uses opportunities to encourage children to think about size and counting. For example, children compare, measure and count ingredients when making cakes. Furthermore, the childminder introduces language such as 'full', 'empty', 'more' and 'less'. This helps children to understand mathematical

p.2

need to do better?

concepts. n Children have a good range of opportunities to develop their physical skills, both inside and outdoors. For example, they make marks with pencils, build with blocks and visit local parks. Furthermore, children are provided with regular opportunities to mix with other groups of children at local playgroups. This helps children to gain confidence and develop good social skills. n Children are developing their independence skills. They manage their personal needs well as they wash their hands and feed themselves. They select their own resources and are beginning to tidy up after themselves. n Children are reminded to eat lots of healthy fruit and drink water. The childminder explains to them why healthy eating is important. This helps to promote their understanding of healthy lifestyles.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder updates her safeguarding knowledge through reading relevant material, contact with the local authority and attending training. This means that she has an in-depth knowledge of recent safeguarding issues. For example, the childminder is aware of the procedures to follow if she has concerns that a child is being exposed to extreme views or behaviours. The childminder carries out regular risk assessments to minimise risks and keep children safe. Robust policies underpin her good practice. The childminder shares these with parents and talks to them about her role in protecting children.

p.3

should:

n offer parents ideas and suggestions about how they can help to develop their children's learning at home

p.3

should:

15 October 2019 n further develop strategies to engage other settings, to ensure invaluable information is shared, which helps to provide a highly consistent approach to children's care and learning.

p.3

Setting details

Unique reference number EY422793 Local authority Sunderland Inspection number 10117686 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 4 Total number of places 6 Number of children on roll 3 Date of previous inspection 17 August 2015

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Sunderland, Tyne and Wear. The childminder operates from 8am to 5pm, Monday to Friday, term time only.

p.5

Inspection activities

n The childminder completed an activity and evaluated it with the inspector. n The inspector and the childminder conducted a learning walk of the areas of the childminder's home that she uses for childminding. n Discussions were held with the childminder and children at appropriate times during the inspection. n The inspector checked statutory documents. n The inspector read written feedback from parents and took account of their views.

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Inspection activities

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

15 October 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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