Childminder in Gateshead

Overall effectiveness Requires improvement

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

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The provision requires improvement

Parents speak highly of the childminder. They are very happy with the care she provides. However, the childminder does not gather sufficient information from parents at the start of their child's placement. This means she does not have a precise understanding of what each child knows and can do, to help inform her initial assessments. As a result, the childminder is unable to plan for children's learning effectively from the very beginning.

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The provision requires improvement

The childminder teaches some aspects of learning competently. For instance, children's speaking and listening skills are developing well. Children benefit from hearing the childminder sing and read stories. They enthusiastically hold hands and sing 'row your boat'. Children enjoy completing simple shape puzzles and exploring interactive toys. However, sometimes younger children find some of the activities too challenging and they quickly lose interest in their play.

p.2

The provision requires improvement

The childminder is kind and reassuring. Children feel very welcome in her home. They form secure attachments with the childminder and demonstrate that they are happy and safe. Secure bonds between the childminder and children are evident. The childminder has high expectations for children's behaviour. For example, she consistently reminds them of the rules and boundaries in her home. Children are polite, behave well and know what is expected of them. They enjoy going to the childminder for cuddles.

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need to do better?

n Planning and assessment are not robust enough. The childminder routinely observes children and can identify some of the next steps in their learning. However, she does not plan activities well enough to focus precisely on children's specific needs. For example, the childminder plans a matching activity based on the 'hungry caterpillar' story but does not take into account individual children's age or stage of development. This means that children do not make consistently good progress. n The childminder provides gentle reminders to children about their conduct and what is expected of them. This helps them to develop a sense of right and wrong. Where young children struggle with regulating their behaviour, the childminder provides support and reassurance. She teaches children how to manage their own feelings and behaviour well. n The childminder helps children to develop their self-care skills. For instance, she

p.2

need to do better?

supports them as they learn to use the toilet and shows them how to wash their hands at appropriate times during the day. The childminder sensitively carries out care routines for young children. She helps them to gain an understanding of danger and how to keep themselves safe. For example, when children climb

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need to do better?

5 November 2019 on furniture, the childminder provides an explanation as to why it is not safe to do so. n Children have daily opportunities to be physically active and enjoy the fresh air. For example, they enjoy walks to the park, dance classes and visits to local attractions, such as the farm. Children have opportunities to make new friends. They enjoy regular visits to local playgroups where they socialise with other children. n The childminder evaluates the effectiveness of her practice. However, she has not successfully identified further training to help raise the quality of her teaching skills so that children continually benefit from good-quality learning experiences. Furthermore, the childminder has not attended a valid paediatric first-aid course. n The childminder has not yet developed strong systems to share information with other early years settings that children attend. This means that there is not a

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need to do better?

highly consistent approach to working in partnership with other professionals to continue to support children's care and learning. n The childminder has positive relationships with parents and she exchanges information about children's daily activities. However, she does not consistently exchange information with parents about what children know and can do. This does not support continuity in children's learning and development effectively between the setting and home. n Children have some opportunities to develop some basic skills. For instance, they enjoy sharing books with the childminder. Children develop some mathematical awareness as they sing number songs and identify shapes in a shape sorter. This helps to develop some of the skills needed for their future learning, including the move to school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder understands her role in protecting children. She can identify signs that would give her cause for concern. The childminder knows what to do if an allegation were to be made against her. She has recently attended training to update her knowledge of wider safeguarding issues, such as the 'Prevent' duty guidance. However, the childminder has not maintained a valid paediatric first-aid qualification. She accessed a course but was unaware this did not meet the criteria set out in the statutory framework. Although this is a requirement, it does not have a significant impact on children's safety or well-being as the childminder is able discuss how to respond quickly to any accident or emergency a child may have while in her care.

p.3

Due date

complete and maintain an appropriate paediatric first-aid qualification 10/12/2019

p.4

Due date

ensure that information gained from children's observations and assessments is used to plan challenging activities based on their individual needs and interests. 03/12/2019

p.4

should:

n gather more detailed information from parents about what a child already knows and can do when they first start at the setting n establish a more focused programme of professional development that helps to raise the quality of teaching to a good level n strengthen the partnerships with other providers so that fuller information about children's learning and development is exchanged n exchange more information with parents about children's learning and development to enhance continuity between the setting and home.

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Setting details

Unique reference number EY444509 Local authority Gateshead Inspection number 10075134 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder Age range of children 1 to 6 Total number of places 6 Number of children on roll 5 Date of previous inspection 6 May 2016

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Information about this early years setting

The childminder registered in 2012 and lives in Heworth, Gateshead. She operates from 8am until 6pm, Monday to Friday, all year round.

p.5

Inspection activities

n The inspector and the childminder observed and evaluated an activity. n The inspector carried out a learning walk with the childminder across the areas of her home used for childminding. They discussed the learning environment and how the curriculum is organised. n A number of discussions were held with the childminder and children at appropriate times during the inspection. n The inspector looked at relevant documentation and evidence of the suitability of persons living in the household. 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

5 November 2019 5 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

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