Childminder in Newcastle upon Tyne

Overall effectiveness Good

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

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The provision is good

Children are extremely happy in the childminder's care. They have very close emotional attachments to her. The childminder is calm, nurturing and attentive towards children. Children's language and communication skills are well developed. They snuggle close to the childminder and share their favourite stories. The childminder uses stories to introduce new words and ideas. For instance, she introduces words such as 'igloo', 'feather boa' and 'kimono', as they read. Furthermore, children join in singing at story time and throughout the day. This helps to promote children's speaking and listening skills.

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The provision is good

Children enjoy playing with their friends. For example, they work together to build a train track. Children are polite and show good manners, which are consistently reinforced by the childminder. Children take turns and share resources with the support of the childminder. For example, they happily play a shopping game. Children successfully identify items from their shopping list and place them in their shopping basket. The childminder reminds children of the rules of the game. This helps children learn to take turns. Children are keen to include the childminder in their play. They laugh as they make her pretend drinks and food in the role-play kitchen.

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need to do better?

n The childminder develops good relationships with parents. She regularly shares updates of children's learning and development with them. This includes sharing information about supporting children's learning at home. Parents are very happy with the service the childminder provides. They say they 'wouldn't hesitate to recommend' the childminder to other parents. n The childminder has high expectations for children's behaviour. Children are beginning to manage their own feelings. When children struggle with regulating their behaviour, the childminder takes appropriate action to support them. She encourages positive behaviour and asks children to 'be kind' to each other. This helps children to be friendly and kind to their peers. n The childminder uses regular observations to monitor children's development. She quickly identifies children who are working above expected levels. She ensures that her curriculum plans are suitably challenging for these children. For

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need to do better?

example, she teaches young children to recognise some letters in their name. Children eagerly remember the letters and they identify them on posters and in books. n The childminder makes sure that all her mandatory training is kept up to date. However, she does not target professional development opportunities to build on the quality of her teaching. n The childminder provides a good range of opportunities for children to learn

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need to do better?

1 April 2022 about their local community. For example, they visit the museum and the local lighthouse. She walks with children to local parks. This helps children to develop a sense of the community that is around them. The childminder takes children to toddler groups, where they mix with other children. This helps them to develop confidence in larger groups. n Overall, the childminder plans exciting activities for children to build on their learning and experiences. However, she does not always provide opportunities for children to represent their own artistic ideas in planned activities. For example, children take part in a creative activity. The childminder provides pre- cut shapes for them to decorate. This means that children do not consistently have the opportunity to express their own creative ideas. n The childminder supports children well with their independence. She encourages them to have a go, and always asks them if they need help before stepping in.

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need to do better?

For example, she encourages them to use scissors, and they successfully make snips in paper. Children access their own resources and use safety knives at snack time to cut up their food. Children are becoming confident, independent learners. n Children have very good levels of concentration, engaging with activities for long periods. For example, they develop their mathematical skills when they sort and match items from the shopping list game. Children confidently count the number of items in their shopping basket. They tell the childminder that they need 'two more' items. This helps to develop their understanding of numbers and counting.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of her role in protecting children. She is aware of the signs and symptoms that might indicate when a child is at risk of harm. The childminder is aware of who to contact if she has concerns about children's welfare. She has a good understanding of the procedure to follow should an allegation be made against her or a family member. Furthermore, the childminder has a good understanding of the 'Prevent' duty, female genital mutilation and county lines. The childminder carries out regular risk assessments to make sure the environment is safe for children.

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should:

n identify professional development opportunities to help increase knowledge and skills, and raise the quality of teaching to an even higher level n extend opportunities for children to express and represent their own artistic ideas and creativity in planned activities.

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Setting details

Unique reference number EY288473 Local authority Newcastle upon Tyne Inspection number 10220095 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 5 Date of previous inspection 28 September 2016

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Information about this early years setting

The childminder registered in 2004 and lives in Newcastle-upon-Tyne. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a relevant childcare qualification at level 2. 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 and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector and the childminder carried out a joint observation of an activity. n Parents shared their views of the setting with the inspector through written feedback. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 April 2022 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

1 April 2022 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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