Childminder in Gateshead

Overall effectiveness Good

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

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The provision is good

Children are happy and settled in the care of the nurturing childminder. They develop strong loving bonds. They seek her out for a cuddle during their play. Children make their own choices from an inviting learning environment and a wide selection of well-presented resources. They show enjoyment and become absorbed in their learning as they play with toys that spark their interest and curiosity. For example, children become engrossed in sorting out coloured balls into matching slots. They particularly enjoy hammering the balls through the holes and repeating the actions. Children enjoy the activities the childminder has planned. She has high expectations for children, reflecting well on her practice to help her tailor activities to meet children's individual needs.

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The provision is good

Children learn to develop their independence skills, such as putting on their clothes and shoes. Older children are developing independence in managing their self-care needs, such as toilet training, in preparation for their eventual move to school. Children are well behaved. They follow the childminder's directions. For instance, they help to tidy toys away when they are asked. Children learn good hygiene practices. They learn to wash their hands independently for lunch. This contributes to how children gain a good understanding of keeping themselves healthy and safe.

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need to do better?

n The childminder has worked hard since her last inspection to improve her practice. For example, she has completed several courses linked to safeguarding. This enables her to stay up to date with current procedures. n Children settle well at the setting. The childminder offers individualised settling- in times, based on the needs of children. The childminder uses this time to get to know the family and to assess children's starting points. This helps her to plan accurately for the individual child. n The childminder reflects on the quality of her provision. She reviews children's progress and plans interesting and enjoyable activities. The childminder completes the progress check for children aged between two and three years, which details what children can do. However, she does not include what is next for children's learning, to help parents and other professionals understand what the focus is for development.

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need to do better?

n The childminder understands how to sequence children's learning. For example, young children learn how to do slot jigsaws. They gradually progress to putting pieces together, matching pieces to pictures and then independently making a jigsaw. This develops their understanding of problem-solving. n The childminder successfully engages children in a wide range of conversations. She models language well. Mispronounced words are correctly repeated back to

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need to do better?

17 May 2022 children. This helps to encourage their speech and language development. n The childminder focuses on developing children's physical skills. Children have regular visits to the local park, where they learn how to use large equipment. There is space in the home for children to practise ball control skills. For example, they throw, kick and catch a ball in the hallway. n The childminder teaches children how to maintain a healthy diet. She encourages them to eat an array of healthy foods and provides them with nutritious snacks and meal choices. However, oral health has not been introduced to raise children's awareness of how to care for their teeth. n The childminder develops a good partnership with parents. She keeps them well informed about their children's progress and works with them to meet their children's individual needs. Ideas are shared on what parents can do to support their children at home. Parents are very complimentary about the service that

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need to do better?

she provides. n Good priority is given to supporting children's understanding of mathematics. This is because the childminder often talks about number, shape and size as children play. For example, she asks children what shape she is holding. Children confidently name shapes, such as a rectangle. n Children develop a knowledge of their local community. For example, they enjoy daily walks in the local environment. They visit shops and mix with other children in the park and at local groups.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a suitable knowledge of her safeguarding responsibilities. She ensures that she keeps children safe when in her home and when taking them on outings. The childminder supervises children appropriately. She has policies and procedures in place and discusses how she would follow these if she believed a child was at risk of harm. The childminder is alert to the possible signs of abuse and neglect. She understands her responsibilities with regard to safeguarding issues, such as the 'Prevent' duty guidance. She implements robust records, policies and procedures, which helps to support children's well-being.

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should:

n include the next steps in children's development when completing the progress check when children are aged between two and three years n promote children's understanding of oral health and how they can care for their teeth.

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Setting details

Unique reference number 2496052 Local authority Gateshead Inspection number 10201318 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 21 June 2021

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Information about this early years setting

The childminder registered in 2019 and lives in Gateshead, Tyne and Wear. She operates all year round from 7.30am to 6pm, Monday to Friday, for 47 weeks of the year. The childminder holds an appropriate qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector viewed the setting and discussed how the childminder ensures it is safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n Children spoke to/communicated with the inspector during the inspection. n The quality of teaching and the impact on children's learning was observed. n A joint evaluation of an activity was completed with the childminder. n The inspector held a number of discussions with the childminder at appropriate times during the inspection. n The inspector took account of the written views of parents that they provided for the inspection.

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Inspection activities

17 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

17 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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