Childminder EY431099

Overall effectiveness Good

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

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The provision is good

Children are nurtured extremely well by the calm and patient childminder who is an excellent role model. They are exceptionally happy, settled and content and show a wonderful sense of belonging. Children concentrate for significant periods of time, relative to their ages. They demonstrate eagerness and determination to master basic skills, such as using cutters to make shapes from dough. Specific encouragement and plentiful praise from the childminder help children to thrive.

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The provision is good

Children behave extremely well for their ages and learn to share and take turns. They respond positively to clear and age-appropriate boundaries. Children have superb manners. For instance, they are respectful to others and say 'please' and 'thank you' during routines. The childminder focuses highly effectively on helping children to talk about and manage their feelings.

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The provision is good

The experienced and well-qualified childminder has high expectations of children's behaviour and achievements. She understands how children learn and knows their interests very well. Children have plenty of opportunities to meet others in larger groups. They develop their excellent social skills, in readiness for the eventual move to nursery and school. Children become aware of the similarities and differences between themselves and others, for example through finding out about cultural celebrations.

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need to do better?

n The childminder provides a range of exciting resources that engage and motivate children to learn. For example, children hold and move scissors, thread strings through cardboard tubes and help to tie knots as they make bird feeders. They smear fat onto the cylinders and roll these in seeds and grains. This helps children to practise their fine motor skills. However, on occasions, the childminder misses opportunities to enrich and challenge children's learning even further, for example through finding out more about the natural world. n Children show highly positive attitudes to, and take the lead in, their learning. They are confident to have a go at new tasks, such as kneading together two colours of dough to make different shades of pink and green. The childminder skilfully demonstrates how to do this. She gives a clear commentary during activities, which helps children to listen, understand and develop their

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need to do better?

vocabulary. n The childminder's accurate self-evaluation is informed by detailed feedback from children and families. She identifies some clear areas for improvement. For example, the childminder plans to make even better use of outdoor learning opportunities, including growing plants from seeds with children. The childminder's continued professional development programme is targeted to

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need to do better?

6 January 2020 maintain and refresh her good teaching skills. For instance, she reads to update her knowledge of the early years foundation stage and the ways that children learn best. n The childminder plans many adventures to places of interest. Children develop an excellent understanding about their local community. For example, they go on outings to beaches, shops, libraries, parks and museums. They enjoy regular trips on public transport as they delight in exploring the area. n The childminder supports children to develop skills in preparation for their future learning. For example, she encourages them to count everyday objects, recognise numbers in the environment and identify initial letters in words. This helps children to practise their early mathematics and literacy skills. Children's artwork is celebrated in prominent displays. n Partnerships with parents are very effective. Parents are complimentary about

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need to do better?

the childminder's consistent and fair approach to behaviour management. The meaningful two-way exchange of information is focused on supporting children's achievements. This promotes good continuity of care and learning for children of all ages. n Children become increasingly independent as they tackle simple tasks for themselves. For example, they put on their own coats and shoes before playing outdoors. Children learn how to keep themselves healthy and safe. They willingly wash and dry their hands after playing in the garden and before having snacks and meals. The childminder encourages them to run as fast as they can outside in the fresh air. Children talk enthusiastically about the fruits and vegetables that they love to eat.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a robust knowledge of safeguarding policies and procedures. She knows how to identify any concerns about a child's welfare and how to report these promptly to the appropriate authorities. The childminder's premises are rigorously risk assessed to help minimise any potential hazards. Additionally, she reviews her activities and outings to ensure that these are safe to complete. Children learn how to keep themselves safe from harm during everyday tasks, for instance when using tools such as knives and scissors. The childminder reminds children to tidy away toys and equipment to keep the environment clear of obstacles.

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should:

n enhance teaching skills that extend and challenge children's learning, for instance about the natural world, to the fullest potential.

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Setting details

Unique reference number EY431099 Local authority Newcastle upon Tyne Inspection number 10117148 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 8 Total number of places 6 Number of children on roll 6 Date of previous inspection 14 September 2015

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Information about this early years setting

The childminder registered in 2011 and lives in Great Park, Newcastle upon Tyne. She operates all year round from 7.45am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides funded early education for three-year-old children.

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Inspection activities

n The childminder showed the inspector around the areas of the premises used for childminding. She explained how she maintains a safe learning environment. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. She took account of written feedback from parents. n The childminder completed and discussed an evaluated activity with the inspector. 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 looked at documentation, including evidence of the suitability of adults living at the premises.

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Inspection activities

6 January 2020 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 January 2020 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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