Drape, Lisa Marie

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

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The provision is good

The childminder is nurturing and supportive. Children demonstrate a strong sense of belonging while attending the childminding setting. Older children express their happiness as they confidently move around the spaces available and freely access outdoor play. Younger children demonstrate their emerging independence skills. For instance, they move between activities and access additional resources as they wish. However, they regularly glance back and check in with the childminder as they play, when needed.

p.2

The provision is good

Children have a clear understanding of the childminder's high expectations for their behaviour. As a result, they behave kindly towards one another and take turns during games. Older children are caring towards younger children. For instance, they support them as they watch workers repairing the pavement outside the home. They discuss together what they are doing and why.

p.2

The provision is good

All children are keen to participate in activities and are able to lead their own play. Younger children are keen to work with the childminder. She supports their communication and language skills throughout activities. The childminder provides a running commentary as she models language, uses correct words and extends children's vocabulary. For instance, she encourages children to discuss what a pumpkin will feel like and the features they need to add for their faces.

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need to do better?

n The childminder develops strong emotional bonds with children from the start. Children are happy and settled, and the childminder is caring and attentive to their needs. Children thoroughly enjoy the childminder's company and are eager for her to join in their play. They show confidence and high levels of self- esteem. n The childminder knows the children well and understands how they learn and develop. She makes regular assessments of what children know and can do and she recognises any gaps in their development. The childminder swiftly acts to tailor play experiences to further support children's learning in these areas. Overall, children make good progress in their learning. n Children have regular opportunities to enjoy fresh air, such as on walks to interesting places in the community and trips to local parks. These visits help to promote children's growing knowledge and understanding of the world. The

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need to do better?

childminder takes children to local toddler groups, where they learn to develop their social skills and confidence in a larger group. n The childminder makes children's learning fun. Children are excited to join in with activities led by the childminder and those they choose for themselves. For example, children are keen to use various resources to make decorations for

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need to do better?

29 October 2019 Halloween. They discuss how to make pumpkins and bats, investigating how to hang these with string or use a stick to make a puppet. This helps to support children's small-muscle skills and encourages them to problem solve together. However, the childminder does not consistently maximise opportunities to introduce mathematics. n Children's behaviour within the setting is very good. They know and understand what is expected of them and respond to the gentle reminders from the childminder, who is a positive role model. Young children are supported effectively 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 ensures that she keeps up to date with changes in legislation and innovative teaching styles through reading and sharing good practice with staff at the local playgroup. She reflects on her practice. However, this is not

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need to do better?

fully used to identify and make plans to address areas for improvement, including opportunities to raise the quality of teaching even further. n Partnership with parents are well established. The childminder ensures that parents are kept informed about every aspect of their child's day. She completes a weekly diary for younger children, which supports parents to extend their child's learning at home. n The childminder is proactive in working with other settings that children attend. She ensures that they are all sharing accurate information to support continuity in children's learning. The childminder completes the progress check for children aged between two and three years with settings that children also attend.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role and responsibilities in keeping the children in her care safe from harm. She has detailed policies and procedures in place, which are shared with parents. The childminder has attended safeguarding training and keeps her good knowledge of child protection issues and procedures up to date. She completes regular checks in all areas of her setting for any hazards and takes effective action to remove or minimise these. Children play and learn in a safe environment.

p.3

should:

n enhance self-evaluation more fully to identify ways of raising the overall quality of the provision to the very highest level n make better use of everyday opportunities to further extend children's understanding and enjoyment of mathematics.

p.3

Setting details

Unique reference number EY363510 Local authority North Tyneside Inspection number 10117111 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 6 Date of previous inspection 23 March 2015

p.4

Information about this early years setting

The childminder registered in 2008 and lives in Burradon, Cramlington. She operates all year round from 7am to 6pm, 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 two-, three- and four-year-old children.

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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.

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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

29 October 2019 29 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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