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 Requires improvement

p.1

The provision is good

The childminder is warm and caring. She recognises quickly when children are upset or unwell and provides reassurance and support. The childminder clearly enjoys her work and engages confidently in children's play. She has high expectations of what children can achieve. The childminder plans activities to build on children's number skills and to help them develop the skills that they need for school. Parents believe that their children make good progress. However, on occasions, the childminder does not provide the highest levels of support and challenge to children. She now needs to consider how she can strengthen her partnerships with parents further to support children's learning and development.

p.2

The provision is good

Children are happy and safe. They demonstrate that they feel happy as they sit next to the childminder and look at books or play with dough. Parents comment that their children are safe and well cared for. There are good procedures in place to ensure that children are kept safe. Children begin to learn that they must share the resources with other children. The childminder supports them effectively as she helps them to understand how others feel when they take toys off them. She has clear behavioural expectations, which she reinforces.

p.2

need to do better?

n Children are independent. They choose their own resources and attempt to try things for themselves. Younger children feed themselves finger foods and with a spoon. The childminder has good procedures in place to help children to develop their independence. For example, they know where to put their coats, shoes and bags when they arrive at the setting. n The childminder communicates with parents about what their children have been doing in her setting. Parents say that they like looking at the photographs of their children. However, the childminder does not consistently share ways in which parents can support their children's learning and development at home. n Children learn how they can support their good health. For example, they know that they must wash their hands before eating. Children enjoy plenty of fresh air and exercise when they play in the childminder's garden. n The childminder observes children and identifies where they are in their

p.2

need to do better?

learning. However, she does not precisely identify what children need to learn next. As a result, she does not consistently support children's learning to the highest possible level. n Children enjoy their learning. For example, they enjoy playing with the play figures and castle. They hide play figures for the childminder to find. The childminder supports children's mathematical development effectively. For example, she models counting during a game of hide and seek. The childminder reinforces mathematical language, such as 'big' and 'small'.

p.2

need to do better?

26 November 2019 n The childminder plans opportunities to develop children's literacy skills. For example, she reads stories to encourage children to join in with repeated refrains and talk about what is happening. Children enjoy listening to stories such as 'The Gingerbread Man'. They comment that the gingerbread man is in the fox's mouth and excitedly say 'run, run as fast as you can'. n The childminder evaluates her provision and identifies areas where she can improve further. She recognises the importance of keeping her knowledge and skills up to date and has identified further training to help develop her practice further. n Children have a good relationship with the childminder. They laugh in delight as they explore how fast the toy cars go down the ramp. Children listen to the childminder's suggestions as they explore which cars travel the furthest. They demonstrate curiosity as they begin to realise that the smaller cars go faster and

p.2

need to do better?

further. They use this knowledge as they carefully choose other cars to travel down the ramp. n The childminder has a good attitude to working in partnership with other professionals. For example, she works well with staff at local schools and nurseries to support and complement children's learning. She also ensures that she shares information with other professionals, such as health visitors, when appropriate.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder attends regular training and ensures that she maintains an up-to- date knowledge and understanding of all safeguarding matters. She has a good knowledge of the signs and symptoms that may indicate possible abuse to children. The childminder knows who to contact should she have any concerns about a child's welfare. She has a good understanding of wider safeguarding issues. The childminder is committed to ensuring that children are safe in her setting. She has robust risk assessment procedures in place to help her to minimise any hazards to children.

p.3

should:

n highlight precisely what children need to learn next and make better use of all opportunities to build on their learning n strengthen partnerships with parents and provide more information about the ways that parents can support their children's learning at home.

p.3

Setting details

Unique reference number EY561320 Local authority Sunderland Inspection number 10107354 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 10 Total number of places 6 Number of children on roll 12 Date of previous inspection 12 April 2019

p.4

Information about this early years setting

The childminder registered in 2018 and works with a co–childminder at her address in Washington, Tyne and Wear. She operates all year round from 8am to 5pm, Monday to Friday, for 48 weeks of the year. She is closed on bank holidays. The childminder provides funded early education for two-, three- and four-year-old children.

p.4

Inspection activities

n The inspector observed the quality of teaching during activities 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.

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Inspection activities

26 November 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

26 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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