Childminder in Newcastle upon Tyne

Overall effectiveness Good

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

p.1

The provision is good

The childminder provides a well-organised and welcoming home where children thrive. She knows children and their families very well. The childminder works closely with parents to support children's all-round development. For instance, she provides them with ideas to promote further language learning at home. However, links with other settings that children attend are less well-established. Parents say their children look forward to visiting the caring and nurturing childminder.

p.2

The provision is good

Children are relaxed and happy. The experienced childminder has high expectations of all children and tailors activities to support their learning effectively. She is sensitive to children's preferences and follows their lead. For example, the childminder recognises when children are ready to move on in their play or when they are becoming tired. She proudly celebrates children's successes with them, such as when they clap their hands together.

p.2

The provision is good

The childminder skilfully uses questioning to encourage children to practise their conversational skills. She gives children plenty of time to think and answer, for example when they talk about their recent shopping trip. Children excitedly recall their journey and what they have seen. Although the childminder's teaching is good, she has not planned to extend her skills further through a targeted professional development programme.

p.2

need to do better?

n Children demonstrate a strong sense of belonging at the childminder's home. They have fun and are confident and extremely settled. The childminder is an excellent role model with a calm and consistent manner. She provides plenty of praise and encouragement, which helps to build children's confidence and self- esteem. Children respond extremely well to the clear, age-appropriate boundaries and simple rules set for them. They behave exceptionally well for their ages. n The childminder supports the development of children's communication and language effectively. She plays alongside children, introducing new vocabulary, and responds positively to their questions and comments. She plans times during the day when they read stories and recite nursery rhymes together. Good listening skills are fostered through games, for example, when listening to sounds while playing outdoors. n The childminder provides a wide range of stimulating activities and resources.

p.2

need to do better?

Children take the lead in their learning, making choices freely in their play. They are enthusiastic and motivated learners with positive attitudes. Children become increasingly independent and delight in helping with the daily routines, such as tidying away mark-making materials.

p.2

need to do better?

15 October 2019 n Children have plenty of outings to find out about their wider community. For example, they travel on public transport and visit shops and cafes. They mix with other children and develop their social skills at groups. The childminder uses children's experiences of the local environment to extend their learning. For instance, children delighted in spotting large decorated elephant models in the streets during a recent outing. They then created their own smaller card versions at home, and delighted in reading a book about an elephant's adventures. n The childminder reflects on her practice, taking account of the views of parents and children to identify any ongoing changes to her provision. However, she has not identified specific opportunities to enhance her teaching skills to the highest level. In addition, the childminder has not established strong links with all of the other settings attended by children in her care in order to support a fully

p.2

need to do better?

consistent approach to their development. n Children acquire the necessary skills for their future learning and the eventual move to nursery and school. For instance, they practise writing the letters of their names to label their spider cards. Children spontaneously use numbers in their play. For example, they count the small bricks that they are using to build a model house. These experiences help children to develop their early literacy and mathematical skills.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of how to monitor and report any concerns about a child's welfare. She understands the signs to look for and is also aware of wider safeguarding issues. The childminder shares her safeguarding policy and procedures with parents from the outset. She ensures that her home is safe and secure and that she minimises any hazards, including for outings. The childminder supervises children's play and routines closely. For example, when young children take a nap, she regularly checks on their well-being. The childminder helps children to learn how to keep themselves safe, such as when walking near or crossing roads.

p.3

should:

n focus the professional development programme on supporting the continuous improvement of teaching and learning skills n strengthen the two-way exchange of information with other settings attended by children to help enhance their learning further.

p.3

Setting details

Unique reference number 318971 Local authority Newcastle upon Tyne Inspection number 10117026 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 10 Total number of places 6 Number of children on roll 3 Date of previous inspection 13 January 2015

p.4

Information about this early years setting

The childminder registered in 1993. She operates all year round from 7am to 6pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for four-year-old children.

p.4

Inspection activities

n The inspector observed the quality of teaching and assessed the impact of this on children's learning. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector discussed an evaluated activity with the childminder. n The inspector looked at evidence of the suitability of adults living and working at the premises. n The inspector took account of the views of parents expressed in written feedback.

p.4

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.

p.4

Inspection activities

15 October 2019 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.

p.4

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