Laing, Debra

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

The childminder provides a home-from-home setting, where children are happy and settled. She recognises when children need reassurance and offers them cuddles. Children develop secure and close bonds with the childminder. Children benefit from playing with the wide range of resources and activities the childminder offers. She plans her curriculum around the children's interests and what she wants them to learn next. This helps children make good progress in their learning. Babies enjoy making sounds with musical shakers. They watch and listen as the childminder uses different instruments. The childminder uses good eye contact, facial expressions and repetitive language to engage the babies in their play. Older children enjoy creative activities and board games. This helps promote children's self-confidence and social skills.

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The provision is good

The childminder plans for regular outings with the children, including to a community garden, soft-play areas and for walks. For example, children look for birds and animals when completing a trail in the community. This helps to widen children's experiences in their local community and develop their physical skills. The childminder provides healthy snacks throughout the day. Children bring a packed lunch to the setting. They learn about healthy food and how to care for their teeth. For example, children learn about keeping their teeth clean through a crocodile activity and story.

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need to do better?

n During the COVID-19 pandemic, the childminder has kept in regular contact with parents and provided ideas for activities at home. The childminder recognises the impact that the pandemic has had on some children's experiences, such as with personal, social, and emotional development. For example, she expresses an interest in a behaviour course to extend her skills and support individual children. n The childminder supports all children to show respect, empathy and kindness to each other. Parents comment that children demonstrate this behaviour at home. They compliment the childminder on the strong attachment that they and their children have made with her. They talk about how their children look forward to going to her setting. Parents express that the childminder is 'their extended family' and that she provides support to them when needed. n The childminder offers flexible induction periods to support children to settle into

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need to do better?

the setting. She gathers some information from parents. However, more detailed information on children's individual care routines is needed, for example the sleep routine for babies who are new to the setting. n The childminder gains a clear understanding of what children know and can already do. She completes observations and gathers information from parents

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need to do better?

9 May 2022 when children first start. She plans suitable learning experiences to help children make progress. For example, babies are encouraged to have tummy time to help them build on the strength in their muscles to prepare them for sitting and crawling. n The childminder gets to know the children very well and incorporates their interests into their play and learning. She collates photos, which are sent to parents, and has individual books for children to create artwork, and literacy and numeracy work. This has a positive impact on children's sense of belonging, self-esteem and creativity. n Babies seek out the childminder when they need reassurance and comfort. The childminder is quick to respond to them and knows how to support the needs of individual children. This helps children to feel secure and have good levels of well-being. n The childminder has good links with schools. She ensures that transitions are

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need to do better?

smooth and children are prepared for their next stage of learning. There is seamless sharing of information between settings to ensure children's individual needs are met. For example, the childminder worked in partnership with the nursery with a speech and language programme. n The childminder works in partnership with parents and schools to support children with special educational needs and/or disabilities to make good progress effectively. For example, she has recently attended a meeting at the school with parents and external agencies. She understands the impact this has on helping children to make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good general knowledge of safeguarding and knows the procedures to follow should she have concerns about a child. She completes regular training to keep her knowledge up to date. The childminder ensures her home is a safe environment for children. She completes regular checks that it is safe, so any risks are minimised. She closely supervises the children and teaches them to keep themselves safe. The childminder maintains all required documentation. For example, she records children's attendance and keeps records of any accidents or first aid she administers to children. The childminder shares this information with parents.

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should:

n gather more information from parents about children's care routines prior to children starting the setting to ensure their individual needs are met consistently.

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Setting details

Unique reference number EY456849 Local authority Sunderland Inspection number 10229647 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 14 Date of previous inspection 14 December 2016

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Information about this early years setting

The childminder registered in 2013 and lives in Washington, Tyne and Wear. The childminder operates all year round from 7.30am to 5.30pm, Monday to Thursday, 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 their evaluation of the setting. n A learning walk was carried out with the childminder to discuss the curriculum intent and how the provision is organised. n The inspector observed interactions between the childminder and children and evaluated the quality of education being provided. n Parents shared their views and the inspector took these into account. n A range of documents were viewed, including suitability checks and paediatric first-aid certificates.

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Inspection activities

9 May 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

9 May 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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