Childminder 507083

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

The childminder provides a welcoming and stimulating environment for children. She ensures a varied range of activities and resources are easily accessible. Children are relaxed, happy and appear at home in the childminder's care. She knows the children in her care well. Children have a warm, close relationship with the childminder and her family.

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The provision is good

All children are involved and included in activities that are well planned and skilfully adapted to meet their learning needs. For example, when reading stories the childminder asks questions appropriate to each child's level of understanding.

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The provision is good

Children freely choose which resources to play with, which supports their choice and extends their interests. The childminder follows children's lead when they suggest games to play, such as musical statues. This promotes children's confidence and self-esteem as well as their physical development.

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The provision is good

The childminder has high expectations for children's behaviour. Positive behaviour is praised and encouraged. The childminder helps children to learn about fairness. They talk about why it is fair for everybody to help tidy up, and the benefits, such as it gets done more quickly when everybody helps. They also learn about rules and turn taking when involved in board and group games.

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need to do better?

n Children's interests are taken into account when the childminder is deciding what she wants them to learn and how they are going to learn. For example, the children live in a rural area and are interested in tractors, farms and the outdoor environment. Therefore, the childminder provides a variety of outings and outdoor activities on a daily basis. This also helps to promote children's health and physical development. n The childminder incorporates story time into the daily routine. She ensures that children stay interested in reading by including a variety of books from the library. The childminder constantly promotes children's language and communication skills as she chats to them. She allows children time to listen and respond. n The childminder adheres well to babies' individual care routines, which promotes their physical and emotional well-being. Children are learning to keep themselves safe. For example, they know that they need to tidy away toys from

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need to do better?

the floor before playing musical statues, to prevent hurting their feet. They also learn about which toys are suitable and safe for babies. n The childminder plans and records learning experiences for children. This ensures that all areas of learning are included. Children have a positive attitude

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need to do better?

30 October 2019 towards learning. They are involved and interested and participate for extended periods of time, for example, when involved in a dough activity. n Children's stage of development is regularly assessed and the childminder plans to move them on to the next stage in their development. For example, during a dough activity younger children are encouraged to count and to identify colours and shapes. They are also encouraged to repeat action words, such as 'squash', 'squeeze', 'pat', 'push', 'pull', 'roll'. n Older children learn new words, such as 'superstitious'. They also do some addition and subtraction when counting dough biscuits. Some children discuss how the different colours of dough could be different flavours. For example, the black play dough could be blackberry flavour and the green dough could be apple flavour. When talking about Halloween at the end of the month, children also then learn about and discuss the sequence of months throughout the year.

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need to do better?

n Partnerships with parents are strong. Parents report that the childminder keeps them, and other settings their children attend, fully informed about their child's progress. The childminder also records a detailed summary of children's progress at age two which is shared with other professionals. Parents comment they are happy that their children have regular opportunities for outdoor learning. n Parents provide their children's food. Lunchtime is observed to be a relaxed and sociable occasion. Although drinking water is available in the kitchen it is not easily accessible to the children. Snacks are also not easily accessible, however, when children comment that they are hungry during the morning the childminder brings lunchtime forward for them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure knowledge of how to safeguard children's well-being. She is aware of the signs that may indicate a child is at risk of harm and appropriate procedures are in place for her to follow. The childminder has a positive attitude towards professional development and has completed relevant training courses since the last inspection, including safeguarding children and training in relation to the 'Prevent' duty.

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should:

n ensure that drinking water is more easily accessible to children at all times and that snacks are available when needed.

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Setting details

Unique reference number 507083 Local authority Northumberland Inspection number 10065195 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 7 Total number of places 6 Number of children on roll 6 Date of previous inspection 27 July 2015

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Information about this early years setting

The childminder registered in 2000 and lives in Hartburn near Morpeth, Northumberland. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. Overnight care will also be provided if required. The childminder is in receipt of funding to provide early education to three-year-old children.

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Inspection activities

n The inspector observed care practices and the quality of teaching during activities and assessed the impact these have on children's learning. n A joint observation of an activity was undertaken with the childminder. n The inspector spoke with the childminder and children during the inspection. n Relevant documentation relating to adults' suitability and training was reviewed by the inspector. n The inspector took account of parents' views from written information they 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

30 October 2019 30 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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