Childminder in North Tyneside

Overall effectiveness Outstanding

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

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The provision is outstanding

Children thrive immensely well at the childminder's highly welcoming home. They demonstrate their happiness through their continuous smiles and giggles. Children settle quickly at this marvellous setting and clearly feel completely secure. They have an impressive enthusiasm for learning and great perseverance when trying new skills, such as investigating how to use a variety of new tools to mould dough. Children play in complete harmony during their favourite games and learn to share and take turns. They delight in explaining the rules and use their growing thinking skills to work out where items are. An example of this is when they delightedly collected shopping cards to match their boards accurately. Their interest is so strong that they ask the childminder to repeat the exciting games. The childminder has exceptionally high expectations for children at her setting and looks for every opportunity to provide challenge. For instance, she swaps places with children and

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The provision is outstanding

asks them to show her how to play the game. Children relish using their lively imaginations. For example, the childminder playfully pretends to be a shopkeeper while children politely ask for different items of food at the make-believe shop. Children take great pride in their achievements, alongside the devoted and nurturing childminder.

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need to do better?

n The childminder develops wonderfully close bonds with children. She is highly effective at getting to know their personalities and likes and dislikes from the outset. Children demonstrate an impressive sense of belonging and extremely positive levels of self-esteem. Their behaviour is exceptionally good and they are very kind, respectful and polite. n The childminder establishes highly effective partnerships with parents and keeps them comprehensively informed. She regularly exchanges information with them, such as the different ways that children learn and develop. Her thorough knowledge of the early years foundation stage is supported even further by recently completed training. Parents say that their children learn so much in a warm and caring environment and that it feels like they are 'with family'. n Children have a wealth of opportunities for learning across all areas. This includes developing their early mathematical skills. For example, they count tools

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need to do better?

used for modelling, recognise shapes, patterns and colours, and compare the sizes of snakes made from dough. Children concentrate on activities for significantly long periods relative to their ages. They persevere with practising their new skills and are motivated and keen learners. n The childminder prepares children impressively well for their future learning and the eventual move to school. She helps children to understand what activities they will experience at school. For example, they go on visits to meet teachers and see the new environment. Children are encouraged consistently to have a

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need to do better?

11 October 2019 go. For instance, they pull up the zips on their coats, with help to get started. Children are eager to help with tasks, such as tidying away resources after activities. They relish the frequent praise given to them by the experienced childminder. n The childminder is an outstanding role model for children. She is highly attentive during children's play. The childminder takes every opportunity to build on and extend children's learning. For example, she encouraged children to find out how to make dry sand suitable for making sandcastles. Children solved problems for themselves as they explored what happened as they poured and mixed water into the tray. They worked out how to break up a large lump of dough to fit the pieces into a small hole. n The childminder skilfully uses questioning to encourage children's thinking. She provides an ongoing and playful narrative. The childminder introduces new

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need to do better?

words, such as 'aubergine'. Children gleefully repeat these new words and use them in their play. This helps to promote the rapid development of children's impressive communication and language skills. n The childminder uses highly effective strategies to reflect on the quality of her provision and to make any changes. She takes careful account of the views of children and their parents to inform her thorough planning. In addition, she identifies and completes a targeted professional development programme. This has a sharp focus on the continuous improvement of her inspiring teaching skills.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder works extremely hard to minimise any hazards for children. For instance, she carries out regular checks to ensure that her environment and equipment are suitable. The childminder understands how to identify any concerns about a child's welfare. She is clear about the procedure to follow if a child is at risk of harm. Furthermore, the childminder has updated her safeguarding knowledge through regular training and is aware of wider issues. The childminder supervises children thoroughly and also helps them to learn to keep themselves safe. For instance, children are taught to use tools safely, including scissors.

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Setting details

Unique reference number EY255193 Local authority North Tyneside Inspection number 10117055 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 3 to 9 Total number of places 6 Number of children on roll 8 Date of previous inspection 10 September 2015

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Information about this early years setting

The childminder registered in 2003 and lives in Howdon, North Tyneside. She operates all year round from 7am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three-year-old children.

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Inspection activities

n The inspector completed a tour of the areas of the premises used for childminding and talked with the childminder about how she organises the environment. n The inspector discussed with the childminder how she decides what children need to learn, how she delivers the curriculum and the impact of this on children's achievements. n The inspector spoke to children and took account of the views of parents expressed in written feedback. n The inspector looked at documentation, including evidence of the suitability of adults living at the premises. n The inspector completed an evaluated activity with the childminder and, throughout the inspection, observed the impact of the quality of her teaching on children's learning.

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Inspection activities

11 October 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

11 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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