Childminder in Northumberland

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

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The provision is good

Children have a very close relationship with the childminder. The strong bond between them is evident. The childminder recognises when babies want to go to sleep. She cuddles them in close and children respond to her warmth. They settle comfortably before drifting off to sleep.

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The provision is good

The childminder is a good role model and demonstrates consistency when teaching children about positive behaviour and conduct. Children listen as the childminder explains about sharing and taking turns. This helps children to develop an understanding of right and wrong.

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The provision is good

Children learn to have respect for their environment. For example, they eagerly tidy up when they have finished painting and drawing. They giggle and dance with delight as they energetically rub until the tables are clean. Children relish the praise they receive from the childminder for their achievements.

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The provision is good

Children learn that they are important and that their actions are valued. For example, when babies are asleep, young children constantly check on them to make sure they are comfortable. Children nod their heads at the childminder in recognition of the babies' contentment, and the childminder responds.

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need to do better?

n The childminder knows the children in her care very well. She observes children as they play and completes accurate assessments of their learning. Planning for children's future learning is based on what they need to learn next. For example, the childminder talks about using children's interest in counting to develop their understanding of numbers. n The childminder encourages children to explore the resources on offer. This helps to build children's confidence to follow their own ideas and interests. For example, children choose to build with blocks. They tell the childminder the colour of the blocks as they build. Children laugh as their towers crash down around them. n Parents are very complimentary about the childminder and the service she provides. The childminder has a highly effective two-way exchange of information, which provides consistency and enriches the opportunities the childminder offers children. This exchange of information was maintained during

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need to do better?

the childminder's closure due to the COVID-19 (coronavirus) pandemic restrictions. Parents praise the way the childminder settled their children into her home on reopening. n Children know to wash their hands after painting. They sing 'wash, wash, wash' and 'rub, rub, rub' as they put their hands into water. Children know to dry their

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need to do better?

7 June 2021 hands afterwards and are proud to show their clean fingers. However, the childminder does not use all opportunities to further this understanding. She does not consistently remind children to wash their hands before eating. n The childminder wants to encourage children to become independent learners and have the confidence to solve problems for themselves. She knows to offer ideas to young children rather than doing things for them as she joins in their play. For example, children want to use blocks to build bridges. The childminder asks children if their bridges are high enough for the vehicles to go underneath. She asks what children can do to make the bridges taller. n Young children are learning to concentrate and to persist at their chosen tasks. For example, they are determined they will not accept help from the childminder and will put the tops onto pens themselves. n The childminder introduces children to a range of new words to extend their

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need to do better?

growing vocabulary. She gets down to children's level as she talks to them. The childminder pronounces words clearly and gives children time to respond. However, when speaking to children, the childminder does not always use the correct pronunciation of words. Children need to hear words spoken properly to become confident talkers. n Children have many opportunities to explore the local area. They make regular visits to the nearby park, woodland areas and the local village. This childminder uses these times to talk to children about the natural environment, road safety and keeping themselves safe when out and about.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a secure understanding of her responsibilities to protect children. She knows the procedures to follow if she has concerns about children's welfare, including protecting children from extremist views. The childminder ensures that the premises are secure at all times and any potential hazards to children's safety are identified and minimised. Risk assessments and policies have been updated to include necessary extra measures put in place due to the COVID- 19 pandemic, such as more frequent cleaning of resources. During this time, the childminder has renewed her first-aid certificate and refreshed her safeguarding knowledge.

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should:

n use all opportunities to support children to develop their self-care and hygiene skills even further n develop consistency when modelling language that helps young children to hear and use the correct pronunciation of words.

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Setting details

Unique reference number EY553590 Local authority Northumberland Inspection number 10174359 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 13 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017 and lives in Hexham, Northumberland. She operates all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n A joint observation was carried out with the childminder. n Activities were observed during the inspection and the impact these have on children's learning and development was assessed. n The inspector spoke to the childminder and children during the inspection. n The written views and opinions of parents were taken account of during the inspection.

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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

7 June 2021 7 June 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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