Henderson Lynne

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

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The provision is good

Children bond with the childminder readily. They form close relationships with her and this helps them to feel safe and secure. The childminder understands children's preferences in play. She provides attractive resources to stimulate their interest and motivate them to learn. Children listen well and the childminder supports children's communication and language skills effectively. She provides children with an environment that is rich in print. She models good language to children to develop their language skills and extend new words in context. The childminder is knowledgeable about every child in her care. She understands their individual needs and uses accurate observations to plan for their next stage of development. The childminder supports children well to make good progress in their learning.

p.2

The provision is good

Behaviour within the setting is good. The childminder's calm, quiet approach provides children with a positive role model. Children develop an understanding of right and wrong and understand the consequences of their actions. The childminder encourages children to understand their developing emotions as they talk about when they are happy and sad. Children develop an understanding of how to stay safe. For example, children know that they should not run inside in case they fall and bump themselves on furniture.

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need to do better?

n Children's speaking and communication skills grow as they talk with the childminder. For example, as they collect leaves for collage work, they discuss the various colours. Conversations, both planned and spontaneous, help extend children's understanding of new words and builds on their increasing vocabulary. n The childminder is very warm and welcoming. She promotes children's well- being very effectively. She offers several sessions to families to help children settle in. She is very responsive to children's physical and emotional needs. Children build close, trusting relationships with her, supporting their ability to confidently try new activities and learning experiences. n Although the childminder has started to complete mandatory training, she has not yet established a programme of professional development in order to drive forward future improvement to raise the quality of the provision even further.

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need to do better?

n The childminder helps children to make good progress in all aspects of their learning and development. She effectively helps children to develop the skills and attitudes they need for their future learning. They are well prepared for starting school. n Overall, partnerships with parents are well developed. The childminder ensures that they are kept informed about every aspect of their child's care and education. She shares with them suggestions of how to support and extend children's learning at home. She encourages parents to inform her of children's

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need to do better?

22 October 2019 progress. However, she has not yet found ways to successfully engage them in helping her to identify ways she can improve her service further. n The childminder promotes children's social skills well. For example, she plans regular visits to playgroups and various places of interest, such as the museum, so that children can mix with others and explore exciting environments. She helps children to recognise risks and begin to manage their own safety. n Behaviour is good. The childminder is a positive role model. Young children are effectively supported to play cooperatively and express how they are feeling. They benefit from praise and encouragement, which helps them to develop positive self-esteem. n The childminder has established very good relationships with other early years settings and schools that children attend. She works closely with them, sharing information about children's progress to ensure a shared approach and

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need to do better?

continuity for children in their learning. n Children have a good understanding of the importance of keeping safe and healthy. The childminder skilfully incorporates discussions about good hygiene practices and risks and dangers into everyday routines and activities. For example, they understand not to run inside the house and the need to tidy activities away when finished.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge and understanding of safeguarding and the procedures she would follow should she have any concerns about a child's welfare. She ensures that she keeps up to date through accessing training on safeguarding and reading. The childminder completes regular risk assessments of her premises and ongoing checks of the environment to keep children safe. She ensures that all outings are safe and appropriate for children. She supervises children effectively and has appropriate records to monitor children's attendance. This has a positive impact on children's welfare.

p.3

should:

n enhance the self-evaluation process and involve parents more fully in identifying where aspects of the provision can be improved n pursue further a strong programme of professional development to help extend and develop skills and knowledge to an outstanding level.

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Setting details

Unique reference number EY286644 Local authority Newcastle upon Tyne Inspection number 10064899 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 2 to 9 Total number of places 6 Number of children on roll 7 Date of previous inspection 29 July 2016

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Information about this early years setting

The childminder registered in 2004 and lives in Walker, Newcastle-upon-Tyne. She operates all year round from 6am to 6pm, Monday to Friday, except bank holidays and family holidays.

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Inspection activities

n The inspector 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

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

22 October 2019 22 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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