Childminder in North Tyneside

Overall effectiveness Requires improvement

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

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The provision requires improvement

Although the childminder knows where children are in their learning, she does not have high enough expectations of what children can achieve. Some activities do not provide consistently high levels of challenge and children sometimes lose interest in what they are doing. The childminder gathers insufficient information from parents and other settings that children attend in order to build a detailed understanding about supporting children's learning. Her evaluations and plans for professional development are not focused on improving the quality of teaching.

p.2

The provision requires improvement

Children enjoy their time with the childminder. They settle quickly and develop good relationships with each other. Parents comment that children meet other children and make 'friends for life'. Children enjoy going on various outings with the childminder. They talk about the seagulls they saw when they visited the local lighthouse. Children look at photographs and recall the colourful elephant statues they saw in the local park. They demonstrate that they feel safe as they sit with the childminder and look at photographs together. Children understand that they need to be careful on the steps outside.

p.2

need to do better?

n The childminder does not use her observations to identify precisely what children need to learn next. Some activities are not based on what children already know and can do. As a result, there is not a high enough level of challenge. For example, she encourages older children to count with numbers in order and to identify colours, when these activities are too easy for them. n Although the childminder has a good relationship with the local nursery, she is not sufficiently proactive in obtaining information from other settings that children have recently attended. This limits her ability to plan for children's learning from the beginning. n The childminder shares information with parents about activities children have enjoyed and talks to them about things they could help their children with at home. However, the information she shares focuses on their care rather than on supporting children's learning. Furthermore, she does not always gather

p.2

need to do better?

information about what children can and cannot do when they first start. n The childminder's self-evaluation and plans for professional development are not sufficiently focused on improving her knowledge and skills, particularly in teaching. This does not allow her to develop and improve her skills over time. n Children begin to understand how they can keep themselves safe. Children use safety knives with control. The childminder explains to children that not all knives are safety knives. n Children develop good levels of independence within the setting. The childminder places a high priority on developing children's independence skills.

p.2

need to do better?

14 October 2019 She gives children time to complete simple tasks for themselves. Children manage their own self-care skills and put their shoes and coats on independently. n Children enjoy their learning, overall. The childminder uses children's interests to plan entertaining activities. For example, children have fun exploring acorns and conkers. They place them in a line and transfer them into pots. n Children begin to understand how they can support their good health. They make healthy choices about what they would like to eat. For example, they choose fruit and water for their snack. The childminder helps children to understand how some practices, such as washing hands, support their good health. Children enjoy playing in the garden where they have the space to be physically active or rest and relax. n Children behave well. They have a good understanding of the childminder's rules and expectations, which she consistently reinforces. For example, children know

p.2

need to do better?

that they must wait in front of the mat in the porch while the childminder opens the door. Older children are beginning to learn, with the help of the childminder, that they must share the toys and resources.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good knowledge of signs and symptoms that may indicate possible abuse to children. She knows who to contact should she have any concerns about a child's welfare. The childminder is committed to ensuring her knowledge and skills are kept up to date. Her assistant has also completed training, such as first aid, to help him understand his role. The childminder's home is safe and well maintained. She completes regular checks of her premises and identifies any potential hazards. She takes effective action to minimise accidents.

p.3

Due date

use information from observations and assessments to identify precisely what children need to learn next and plan challenging learning experiences. 25/10/2019

p.3

should:

n strengthen partnerships with parents and ensure the information shared is

p.3

should:

14 October 2019 sufficiently focused on children's learning and development to support this further n consider how to work more effectively with all settings, including when children move settings, to develop a more consistent approach to supporting children's learning n focus self-evaluation and professional development on improving the quality of teaching to ensure that skills develop over time.

p.3

Setting details

Unique reference number EY295111 Local authority North Tyneside Inspection number 10117074 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 9 Total number of places 6 Number of children on roll 9 Date of previous inspection 22 June 2016

p.5

Information about this early years setting

The childminder registered in 2004. She lives in Monkseaton, Tyne and Wear. The childminder occasionally works with an assistant, particularly during school holidays. She operates all year round, except for bank holidays, family holidays and Christmas holidays. She operates from 7.30am to 6pm, Monday to Thursday, and 7.30am to 4.30pm on Friday. The childminder provides funded early education for three- and four-year-old children.

p.5

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. n The inspector took account of the views of parents through written feedback provided.

p.5

Inspection activities

14 October 2019 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

14 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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