Childminder in Sunderland

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 are welcomed into a relaxed and caring environment where they are happy and settled. The experienced childminder has a good understanding of how children learn. She has high expectations for children and of the quality of teaching she provides. The childminder places a strong focus on building children's social skills, to support their good behaviour and positive attitudes to learning. She treats children with kindness and respect and helps them to learn about respecting and valuing the differing needs of their friends. The childminder talks confidently about children's abilities, likes and dislikes and family backgrounds. She recognises what children can already do and identifies accurately what they need to learn next. The childminder uses every opportunity to model and reinforce language. This supports children's early language and communication skills effectively. For instance, she provides a narrative during children's play and engages them in meaningful

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The provision is good

conversations. Children become absorbed in imaginative play and show determination as they refine their physical skills. For example, they enjoy undressing and dressing the dolls. Children learn to count confidently, they sort by size and recognise colour and shape. However, the childminder does not consistently challenge older children in their mathematical skills to help them constantly achieve beyond what they already know.

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need to do better?

n Children make very good progress with their speech and language and are confident when communicating with adults and peers. They express their views and opinions with clarity and have a wide range of vocabulary. For example, children delight in having animated discussions with the childminder. They tell her which dolls they have chosen to share the pretend birthday cake with and what else they will have to eat. n Children develop strong bonds with the childminder from the outset. The childminder is kind and sensitive to their needs. She provides children with opportunities to look through their own learning journal and discover for themselves the progress they have made. For example, one child enthusiastically points to her baby photographs saying, 'I couldn't walk then but now I can'. This helps to promote children's sense of self and boosts their self-esteem. n Partnerships with other professionals are effective. The childminder

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need to do better?

communicates well with early years settings and local schools. Where children attend two settings, the childminder ensures she shares valuable information about children's development to help establish continuity in their learning. n The childminder provides a good range of experiences to support children's literacy skills. Children practise making marks, enjoy listening to stories and look at books independently. Older children are curious about the text they see around them and are beginning to ask questions to understand the meaning of

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need to do better?

4 November 2019 words. n Generally, the childminder weaves early mathematical concepts into everyday activities well. However, she does not consistently make the most of these learning opportunities to provide older children with sufficient challenge to help them to make the best possible progress. n The childminder enhances children's physical development and fine motor skills effectively. For example, during a creative activity children are challenged to hold and use the scissors in a comfortable hand and with the correct grip. The childminder gives children clear explanations and models how to successfully manoeuvre the scissors and safely cut around their drawing. n The childminder helps children to understand how they can support their good health. Children engage in discussions about healthy choices and older children know what foods are 'good for you' and those that 'give you energy'. Children learn about healthy practices, such as washing their hands before eating. They

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need to do better?

enjoy playing in the garden, where they have the space to be physically active or rest and relax. n Partnerships with parents are very good. The childminder keeps them well informed about their child's day through discussions and daily contact books. She reflects well on her practice, involving parents in this process. For instance, the childminder invites parents to complete questionnaires to share their views, and to help her to identify any areas for future improvement. Parents say they are very happy with the level of care provided and particularly with the strong attachments their children have with the childminder.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder keeps up to date with child protection guidance. She has a clear understanding of how to identify signs that a child is at risk of harm and the correct procedure to follow to help assure their welfare. She is also aware of wider safeguarding concerns and who to contact if concerned about a child in her care. The premises are secure, and the childminder carries out daily checks of the indoor and outdoor environments to ensure they remain safe for children to use.

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should:

n provide even more complex challenges to extend older children's already good mathematical skills.

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Setting details

Unique reference number 305647 Local authority Sunderland Inspection number 10066182 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 0 to 8 Total number of places 6 Number of children on roll 4 Date of previous inspection 3 August 2015

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Information about this early years setting

The childminder registered in 1992 and lives in Washington, Tyne and Wear. She cares for children all year round from 8am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays.

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Inspection activities

n The inspector observed the quality of teaching during activities indoors 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 with the children during the inspection. n The inspector took account of the views of parents from the 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

4 November 2019 4 November 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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