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 Outstanding

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The provision is good

The childminder is enthusiastic and passionate about her role. She provides children with a rich and varied environment where they have fun as they learn. For instance, the childminder teaches children to keep themselves healthy. Young children giggle with delight as the childminder sings, 'This is the way we wash our hands' as they prepare to eat their food.

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The provision is good

Enabling children to feel secure and supporting their emotional well-being is at the heart of the childminder's practice. She recognises and responds immediately to children's needs. For example, when children show they need a cuddle, the childminder automatically picks them up and cuddles them. The strong bond between children and the childminder is evident through the high levels of confidence young children demonstrate. Children who are new to the setting have settled in well and happily engage with other children as they play.

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The provision is good

The childminder builds strong partnerships with parents, and parents comment very favourably on the quality of care and learning their children receive. She gathers a wealth of information from parents prior to children starting with her and uses this to plan activities to support learning from the outset. Additionally, the childminder uses observations to identify children's interests and the skills they are gaining to plan for the next steps in their learning. However, the childminder does not always make the very best use of assessments to support children to make even better progress.

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need to do better?

n Children are encouraged to develop their independence skills and young children happily have a go at doing things for themselves. For instance, when coming in from outdoors, they show a determination to take their coats off, trying to undo their own zips and fastenings. n The childminder supports children's communication skills well. She gets down to children's level, speaks clearly and uses a wide range of facial expressions to help children understand what she is saying. The childminder extends children's vocabulary as she introduces new words into their play. For instance, when outdoors, she talks to children about investigating what is in the garden. n Children have many opportunities to develop their physical skills and confidently demonstrate their abilities to move inside and outside of the home. They negotiate the steps with confidence. Children climb into and out of toy cars and manoeuvre the cars around the outdoor area. They negotiate obstacles, being

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need to do better?

careful not to bump into other children. n The childminder fosters children's love of books as she enthusiastically engages children in stories. She offers children props to support their understanding of

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need to do better?

6 November 2019 the story. Children eagerly compare the props to the pictures they are looking at as the story unfolds. n Children have many opportunities to develop their early writing skills and they readily make marks with chalks. They are eager to show their marks to the childminder, delighting in the very genuine praise they receive for their achievements. n The childminder helps children learn to manage their own behaviour. She teaches children to have respect for each other as she encourages them to say 'please' and 'thank you'. Younger children develop an awareness of other children's feelings and begin to understand about sharing toys and equipment. For instance, as children stack blocks onto a counting frame, they take turns to place the blocks, happily chattering together as they play. n The childminder enthusiastically engages with children as they play, getting down on the floor to support what children are doing. However, in her

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need to do better?

eagerness for children to learn, the childminder sometimes does not enable children to become totally absorbed in their play. She moves them onto other activities too quickly. n The childminder makes use of opportunities within the local community to enable children to interact with other adults and their peers. She provides children with many opportunities to gain an understanding of their wider world. For example, they visit local parks, the beach and other places of interest. n The childminder works closely with other childminders to share good practice and ideas and seeks advice and guidance from her local authority adviser.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of the various types and signs of abuse and how to keep children safe from extreme views and behaviours. She knows the procedure to follow should she have any concerns about the welfare of a child. The childminder keeps her safeguarding knowledge up to date as she regularly accesses relevant training. Robust policies and procedures underpin every aspect of practice. The childminder ensures her home is secure at all times and any risk and hazards to children's safety are identified.

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should:

n focus assessments even more precisely to support children to make the best possible progress in their learning n strengthen good teaching, allowing children more time to investigate and become deeply absorbed in their learning before introducing another activity.

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Setting details

Unique reference number 305678 Local authority Sunderland Inspection number 10116993 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 1 to 8 Total number of places 6 Number of children on roll 3 Date of previous inspection 21 April 2016

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Information about this early years setting

The childminder registered in 2000 and lives in Sunderland. She operates all year round from 7.30am to 5.30pm, Monday to Friday, 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 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 A number of discussions took place with the childminder, and the inspector looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children during the inspection. n Parents provided written feedback of the childminder's service and the inspector took note of their comments.

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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

6 November 2019 6 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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