Childminder in Newcastle upon Tyne

Overall effectiveness Requires improvement

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

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The provision requires improvement

Children cannot easily access a wide range of interesting resources at the childminder's home. This limits their ability to make choices and take the lead in their own learning. The childminder does not use self-evaluation effectively to ensure that she meets all learning and development requirements. Nevertheless, the childminder is welcoming and has a friendly approach to children and their parents. Children approach the childminder for reassurance and comfort, including receiving cuddles. They concentrate well, relative to their ages, as they join in with adult-led activities such as moulding dough. Children enjoy sitting alongside the childminder as she talks to them about colours and as they count the different pots. The childminder offers praise and encouragement, which helps to build children's confidence. Children are cooperative and well-behaved.

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The provision requires improvement

Although the childminder knows the children well, and the activities they like to do, she is less well informed about what they experience at other settings. She has not established an effective exchange of information with nurseries and schools. Children have a positive attitude, overall, to their learning while in her home. However, the childminder is not clear about how to use the progress check for children aged between two and three years to identify any additional needs.

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need to do better?

n The childminder does not keep her knowledge of the early years foundation stage requirements up to date to ensure she meets children's needs well enough. Evaluation of practice is not rigorous enough to identify areas for improvement and maintain good practice that successfully meets all children's needs. The childminder's programme for continued professional development is not focused on improving the quality of her teaching skills. n The childminder does not have a sufficient understanding of the progress check for children between the ages of two and three years. This prevents her from working effectively with parents to ensure early action to address gaps in children's development. Nevertheless, the childminder provides parents with verbal feedback about children's activities and routines so that they know what their children enjoy and do with her. Parents say that they are happy with the care provided for their children, and the support given for them to develop their

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need to do better?

communication and language skills. This applies both to English and children's home languages. n Partnership working with other settings that the children attend is not established to support continuity of care and development. However, the childminder is generally responsive to children and engages their interest in play satisfactorily. Children develop some of the skills they will need for their future learning.

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need to do better?

20 January 2020 n The childminder provides an ongoing commentary for children's activities. She introduces new words, such as the less familiar colours of 'grey' and 'brown'. The childminder clearly repeats words to help children pronounce these correctly. She uses questioning to engage children in conversation. n The childminder celebrates children's achievements and efforts, which promotes their self-esteem and motivates them to learn reasonably well. She is a positive role model and encourages good manners. Children learn to say 'please' and 'thank you'. n The childminder plays alongside children so that they are actively involved in their play and learning overall. For instance, she demonstrates how to roll dough into different shapes and supports children to use this new skill. n Children use numbers and count spontaneously in their play. The childminder talks about shapes, such as circles, as children draw. This helps the

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need to do better?

development of some early mathematical skills. n Children enjoy creating pictures and telling stories about their drawings. They draw a sad face and talk with the childminder about their feelings. Children demonstrate good pencil control and show their imaginative skills as they practise their small motor skills. However, there is a limited range of resources and activities available for children. This does not promote independent choices in their play. n Children start to learn about healthy choices. For example, they choose from a variety of fruit for their snacks and talk about making nutritious soup for lunch. Children follow good hygiene routines, such as handwashing before eating and after play activities.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder's knowledge of safeguarding is satisfactory. She knows the signs to look for that may indicate concerns about a child's welfare. The childminder has access to contact details for local agencies, should she need to report any issues. She regularly updates her knowledge of wider child protection matters. The childminder ensures that her home is free from potential hazards. She encourages children to help tidy up after activities to keep the environment safe. The childminder holds a current qualification in paediatric first aid and has completed mandatory safeguarding training.

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Due date

20 January 2020 develop a secure understanding of the requirement to provide parents with a written summary of their children's development between the ages of two and three years. 17/02/2020

p.3

should:

n improve their reflection on their practice to identify and improve specific areas, including completing good-quality professional development n establish links with other settings attended by the children to exchange information about their learning, care and support, and improve children's learning and development n ensure that children freely access a wide range of resources to help them to more rapidly develop the skills needed for their future learning.

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Setting details

Unique reference number EY472650 Local authority Newcastle upon Tyne Inspection number 10117161 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 4 to 4 Total number of places 6 Number of children on roll 1 Date of previous inspection 10 March 2016

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Information about this early years setting

The childminder registered in 2014 and lives in Newcastle upon Tyne. She operates flexible hours between 7am and 6pm, Monday to Saturday.

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Inspection activities

n The childminder showed the inspector around the areas of her home used for childminding. n The childminder completed an evaluated activity and talked to the inspector about the impact of this on children's learning. The inspector observed the quality of teaching during other activities indoors and assessed how well children learn. n The inspector spoke to parents and took account of their views. n The inspector spoke to the childminder and children at appropriate times throughout the inspection. n The inspector looked at documentation, including the childminder's paediatric first-aid certificate and public liability insurance.

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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

20 January 2020 20 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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