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 Requires improvement

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The provision is good

Children enjoy an inviting learning environment and a wide selection of well- presented resources. They have access to the ground floor and a safe garden, which offer plenty of toys and equipment to enhance their learning. Children can choose whether they want to play in the home or garden. Children are very happy and settled. They show that they feel safe as they engage in activities. For example, they make marks on paper. Older children are starting to form recognisable letters and say what they have written.

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The provision is good

The childminder is a good role model. She has clear boundaries in place to teach children how to behave and help keep them safe. Children behave well. They have high levels of self-esteem, and the childminder celebrates their achievements with enthusiasm. She encourages children to share and take account of each other. Children have close, trusting relationships with the childminder, who they respond to positively. They are good at following her guidance. For example, they help to tidy toys away when she asks them to.

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The provision is good

Children make good progress in their learning and receive the support they need to be ready for school. The childminder develops their independence. For example, as soon as children are able, they learn how put on their own shoes.

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need to do better?

n The childminder has made good progress since her last inspection. She has updated her first-aid training, so she is aware of how to react when a child has an accident. n The childminder keeps required records. She keeps the majority confidential. However, the records of previous accidents are not recorded confidentially. This means that, in this instance, the privacy of children is not protected. n The childminder invests time with parents and children when they first start at the setting. She finds out from parents what children can do and what they need help with, and she carries out her own assessments. This helps her to plan activities that help children to achieve. n The childminder is clear about how children can take their next steps in learning. For example, she states that children need to develop their speech and communication before they can move on to other learning. During role play activities, the children chatter excitedly with the childminder about what they are

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need to do better?

doing. The childminder models speech so children hear the correct way to say words. Children enjoy pretending to have a conversation on the telephone. This helps to build their confidence. n Children show an enjoyment of books. They enjoy sitting closely with the childminder while she reads to them. The childminder prepares children to be

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need to do better?

18 May 2022 able to read a story on their own. Young children discuss what is happening in the pictures. Older children finish off the childminder's sentences, showing familiarity with the books. n Mathematics is used in everyday play. Children play in the pretend shop area. They talk about what time the shop will be open. Older children show that they understand what time noon is, explaining that it is 12 o'clock. Numbers are displayed in the area, and the childminder asks children if can they find certain numbers. Children recognise the number five. n Parents speak highly of the childminder. They appreciate the sharing of information about children's development and what they need to learn next. Parents feel very relaxed leaving children in her care and know that they have a great time. n Children learn about healthy eating. The childminder discusses different foods when they are playing. For example, she asks children to find her foods that are

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need to do better?

green. Children say that green food is healthy. n Children develop their physical abilities. They play in the garden and visit the local park, where they learn how to climb. This develops their balance and coordination. Children learn how to use scissors. However, they do not learn how to cut things with a knife. n The childminder teaches children to care about the world around them. They take part in litter picks in the local area as part of their involvement with the local community centre.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how to protect children from harm. She has attended safeguarding training to keep her knowledge up to date. She recognises when a child is at risk and is aware of who to contact should she need to report her concerns. The childminder is knowledgeable about issues that can affect children, such as extreme views and behaviours. She carries out risk assessments of her home and garden and ensures that any potential risks are minimised. The home is secure so that children cannot leave unsupervised and unwanted visitors cannot gain access.

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Due date

keep records of accidents confidential and available to those who have a right or professional need to see them. 19/05/2022

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should:

n increase children's physical skills, such as helping them learn how to cut with a knife.

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Setting details

Unique reference number EY562369 Local authority Newcastle upon Tyne Inspection number 10203313 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 20 Date of previous inspection 13 July 2021

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Information about this early years setting

The childminder registered in 2018 and lives in Newcastle upon Tyne. She operates all year round from 7.30am to 6.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

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Inspection activities

n The inspector discussed any continuing impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about her intentions for children's learning. n The inspector observed the quality of education provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n Parents shared their views on the setting in writing.

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Inspection activities

18 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

18 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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