Childminder in North Tyneside

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 places the children at the heart of everything she does. She wants the children to be happy and settled and she places a high priority on their personal, social and emotional development. New children to the setting demonstrate that they feel happy and safe as they snuggle into the childminder and fall asleep. Parents comment that their children always receive a warm welcome. They say that the childminder is like family to them and they know what their children have enjoyed doing in her care. However, the childminder knows that she needs to extend the information she shares with new parents. Children greet visitors to the setting confidently. For example, they keenly show the inspector the fruit they are putting in their shopping basket. Children behave well. They understand the rules and expectations of the setting. The childminder has high expectations for what children can achieve overall. For example, she seizes

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The provision is good

opportunities to extend children's counting and literacy skills. However, the childminder has recognised that she needs to identify more precisely what children need to learn next.

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need to do better?

n The childminder develops children's speech and language effectively. She listens to children and repeats and extends what they are saying. She ensures that children develop their language and vocabulary as she plays alongside them. For example, she teaches children the names of fruit, such as 'melon' and 'lime'. She reminds them about the names so that children remember them themselves. n Children concentrate well and persevere when they encounter problems. The childminder gives them time to explore things for themselves. For example, children try really hard to use a small wooden knife to cut up play fruit. They explore different tools and eventually realise that a bigger wooden knife works better. They are incredibly proud of themselves when they manage to cut the fruit. The childminder praises children and seizes the opportunity to explain to them why the bigger knife worked. n Children enjoy listening to stories. They listen intently as the childminder reads

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need to do better?

stories with enthusiasm. She talks to the children about the illustrations in books. Children demonstrate their understanding as they talk about the illustrations. They explain in simple terms what the characters will do next. n The childminder has a good understanding overall of where children are in their learning. She observes children and checks that they are making good progress. However, she does not always use her observations to identify precisely what children need to learn next. n The childminder generally has a strong relationship with parents. She shares information with them about where children are in their learning. However, the childminder does not always act swiftly enough to talk to new parents about

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need to do better?

22 October 2019 areas where children may need further support. n The childminder recognises the importance of keeping her knowledge and skills up to date. She has attended a range of training to strengthen her teaching further. Recent training has helped the childminder to incorporate mathematics into everyday situations. For example, she now points out numbers in the environment and models counting as children play. Funded children demonstrate their developing counting skills as they use numbers in their play and count with numbers in order. n The childminder helps children to understand how they can keep themselves healthy. She encourages children to have plenty of fresh air and exercise. For example, they enjoy using the climbing frames in the childminder's garden. The childminder reinforces good habits in relation to food and water. n Children quickly become independent in the childminder's home. For example,

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need to do better?

they take off their coat and shoes. They choose and use resources independently. Children demonstrate this as they select books and musical instruments to share with the childminder. From an early age, children learn that they must put resources back. For instance, they return books to the bookshelf before selecting another book.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good knowledge of the signs and symptoms that may indicate possible abuse to children. She knows who to contact should she have any concerns about a child's welfare. She places a high priority on children's safety. For example, visitors to her home are checked and are signed in and out of her home. Her risk assessments are thorough and this helps to keep children safe inside and outside. The childminder is committed to ensuring her knowledge and skills are kept up to date. For example, she attends regular training and demonstrates a good understanding of wider safeguarding issues.

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should:

n use observations to identify even more sharply what children need to learn next n strengthen partnerships with new parents and focus more precisely on how parents can extend their children's learning at home.

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Setting details

Unique reference number EY290398 Local authority North Tyneside Inspection number 10117071 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 8 Total number of places 6 Number of children on roll 9 Date of previous inspection 26 November 2015

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Information about this early years setting

The childminder registered in 2004 and lives in Benton, Newcastle upon Tyne. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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

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

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