Susan Chambers

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

p.1

The provision is good

Children play happily together in this safe and welcoming setting. They cooperate with each other and take turns without being prompted. Children play in the sand and work together to solve problems. For example, they work out how to build sandcastles using buckets, spades and sieves. The childminder has high expectations for children's behaviour. She encourages children to understand boundaries and behave well. Children listen well to each other and to the childminder. The childminder encourages children to learn about other people's lives, cultures and traditions. For instance, children learn about Eid and why it is special to some of their friends.

p.2

The provision is good

The childminder recognises that the COVID-19 (coronavirus) pandemic has limited some of the outdoor experiences that children have had. She makes sure that children have constant access to her garden, and she knows the physical skills that she wants children to develop. Children show good physical skills as they run, balance, climb up the slide, dig in the sand, and throw and catch with beanbags. Younger children are given time and room to practise their early walking skills. Children tell the inspector that they love coming to the childminder's home and their favourite part is playing outside with their friends. If children have not attended during the pandemic, the childminder has made sure that she has kept in regular contact with them and their families.

p.2

need to do better?

n The childminder is clear about what she wants children to learn. She uses this knowledge to plan interesting activities that help children to learn new skills. For example, when children are playing, she encourages them to count, to recognise numbers and to use a dice. Children are given many opportunities to investigate and explore. They work out how to use stones to make tracks to push their toy diggers along. Younger children enjoy experimenting with light and sounds when they visit a local sensory room. n The childminder watches children as they play, and she sensitively joins in. She listens carefully as children talk and chat together to understand their interests. The childminder uses her observations to find out what children know and can do, and to recognise any gaps in their development. The childminder carefully plans for what children need to learn next. However, she does not share this

p.2

need to do better?

information with other settings that children also attend to help complement children's learning. n The childminder places a great emphasis on developing children's communication and language. She encourages all children to develop a love of reading. Children freely access books from the wide variety available to them. Younger children enjoy visits to local community groups, such as song time.

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need to do better?

14 May 2021 Older children visit the library to listen to stories. The childminder extends children's vocabulary at every opportunity. Older children engage in very meaningful conversations. The childminder quickly identifies children who need extra support with their speech, and she puts plans in place to help them. For example, she restricts the use of dummies, and she plans activities for children to practise making different sounds. n The childminder plans routines to allow children to do things for themselves to help them to become independent. Children confidently choose what they would like to play with, and they wash their hands before lunch. However, the childminder does not consider how she can fully teach children to understand about healthy lifestyles and about the foods that are healthy for them. n The childminder is well qualified and continues to keep her knowledge up to date. She works hard to enhance her setting, gathering the views of parents and

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need to do better?

children. For instance, she has reviewed how she speaks to parents about their children's day. When parents cannot enter the setting, the childminder uses an electronic messaging service and makes time to speak to parents outdoors. Parents are very complimentary about the childminder and her service. They comment that the childminder has helped their children's language and social skills progress extremely well. n The childminder works alongside other childminders, and she takes children to many local groups, when restrictions allow. Children access local playgroups and go on outings to the beach, parks and local countryside. The childminder plans these visits to give children opportunities to gain confidence in a larger group and mix with other children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has attended a wide variety of child protection training. She has a detailed knowledge of what to do if she is worried about a child's safety. The childminder knows who to contact if she has concerns about a child's welfare. She completes daily checks to make sure that the premises are safe and secure. The childminder teaches children about how to keep themselves safe. For example, she discusses how to use the slide safely outdoors and the importance of good hand hygiene.

p.3

should:

n share more information about children's development and what they need to learn next with other settings they attend to help extend children's learning even further n plan how to support children further to understand about healthy lifestyles so

p.3

should:

14 May 2021 that they develop an understanding of food that is good for them.

p.3

Setting details

Unique reference number EY551992 Local authority North Tyneside Inspection number 10143636 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 8 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2017 and lives in Whitley Bay. She operates during term time from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status. She provides funded early education for three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the setting received since the 2020-21 COVID-19 pandemic. The Inspector discussed the impact of the pandemic with the setting and has taken that into account in her evaluation of the setting. n The inspector observed the quality of education during activities and assessed the impact this has on children's development. The childminder and the inspector reflected together on children's learning during their play. n The inspector looked at a sample of the childminder's documentation, including evidence of the suitability of those living on the premises. n The childminder and the inspector carried out a learning walk together. She showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans experiences for children. n The inspector held discussions with the childminder and the children at

p.6

Inspection activities

appropriate times during the inspection. She took account of the views of parents from speaking to them and from written statements available.

p.6

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

14 May 2021 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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