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

The childminder is committed to providing a high-quality environment where children are cared for as individuals. Children are very happy in the childminder's care. They demonstrate this as they come to her for cuddles or sit on her knee. They develop very good relationships with each other. For example, they laugh and giggle together as they scoop up leaves outside. Parents comment that their children love going to the childminders. They feel that their children are treated as part of the family.

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The provision is good

The childminder has high expectations of what children can achieve. She is aware of where children are in their learning and provides appropriate levels of challenge. For example, she helps older children to count accurately to 20. Children concentrate well as they listen to a range of stories. They are highly engaged as they dance to music, using ribbons and instruments. Children learn how to keep themselves safe. For example, they check the floor before dancing and remove any hazards. Children understand and follow the rules to keep themselves safe outside. At the time of the inspection, even the youngest children wait next to the tree until everyone is outside.

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need to do better?

n The childminder shares some information with parents about children's care and learning. However, her current system for sharing information is not fully effective. The childminder has not yet developed a consistent approach to supporting children's care and learning at home and in the setting. In addition, the electronic learning journal that she uses is too burdensome. The childminder takes time during the day to fill in details on the application. This leads to children becoming bored and impatient while they wait for her to finish. n The childminder understands the importance of working in partnerships with other settings that children attend. However, she has not yet developed effective partnerships with all settings, particularly those that she does not have direct contact with. n The childminder is very focused on developing children's learning. She seizes opportunities to extend children's learning further. For example, she

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need to do better?

demonstrates counting as they come down the stairs. She uses opportunities, such as snack time, to develop children's physical skills. Three-year-old children demonstrate very good control as they use knives safely to chop fruit. Younger children learn through trial and error how they can pour water. n Children develop excellent independence skills. The childminder gives children time to try to do things for themselves. She teaches them techniques to manage coats and puddle suits independently. During the inspection, three-year-old children put their puddle suits on the floor. They sit on the suit and put their

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need to do better?

23 November 2021 legs and arms inside. They then put their shoes on themselves. n The childminder places a high priority on developing children's communication skills. For example, she actively listens to children and engages in meaningful conversations with children throughout the morning. She comments on what children are doing and introduces new vocabulary, such as 'spiky' or 'slippy'. She rephrases things that children say so that they hear the correct pronunciation. This helps children whose progress is slower to catch up. n Children behave well. The childminder reminds children of her expectations. She takes time to explain why the rules are in place. For example, when children run inside, she explains that they must walk, or they might hurt themselves. She talks to them about how they can run outside because there is more space. Children listen carefully and begin to walk. n The childminder knows children well. She uses this knowledge to plan what she

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need to do better?

wants children to learn next. Her curriculum is carefully sequenced to build on children's skills. For example, she provides activities with ribbons and streamers to help younger children to develop their muscles to support early writing. n The childminder attends a range of training to keep her knowledge and skills up to date. She shares information with her assistant to develop their knowledge and skills further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder makes sure her home is clean and well maintained. Her home is safe, and any potential risks are minimised. For example, she supervises children well and all doors are locked. The childminder has a good understanding of signs and symptoms that may indicate possible abuse to children. She knows the procedures to follow should she have a concern about a child in her care. She has a good understanding of wider safeguarding issues, such as the 'Prevent' duty guidance. The childminder updates her first-aid certificate in a timely manner to ensure her knowledge is current.

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should:

n strengthen partnerships with parents to focus on developing a shared approach to supporting children's care and learning n improve relationships with all other providers that children attend to develop a partnership approach to extending children's learning.

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Setting details

Unique reference number 2547582 Local authority Northumberland Inspection number 10214245 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 12 Number of children on roll 7 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019. She lives in Cramlington and works with an assistant. She is open from Monday to Friday, from 8am to 5.30pm, all year round, except family holidays and bank holidays. She holds an appropriate qualification at level 3. The childminder provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. the inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector around the parts of her home used for childminding and explained how she organised her curriculum. n The inspector observed children playing and learning, inside and outside, and observed the quality of the childminder's interactions. n Parents provided feedback for the purpose of the inspection. n The childminder showed the inspector a range of documentation, including those relating to her suitability. n The inspector talked to the childminder at appropriate points during the inspection.

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Inspection activities

23 November 2021 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

23 November 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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