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 Good

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The provision is good

Children are very happy in the care of this childminder. Parents comment that their children love going to the childminder's house and trust her implicitly. Children develop good relationships with other children. They play alongside each other and often try to involve others in their play. For example, two-year-old children try to involve older children as they sing 'Happy birthday'. Children behave well. The childminder seizes opportunities to help older children to share their resources. She explains that they need to ask their friends for the toys that they want to use. During the inspection, with the help of the childminder, older children learn to ask for resources. Younger children begin to give older children some of the blocks they are using.

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The provision is good

The childminder has high expectations for children's learning. Older children count with numbers in order. They begin to learn how to count objects accurately. Two- year-old children learn how to count beyond 10. They begin to use terms such as 'full' and 'empty'. Children learn how they can keep themselves safe. They learn how to use tools such as knives safely and with control.

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need to do better?

n Children are engaged in their learning, particularly outside. For example, they demonstrate high levels of involvement as they fill cups with water. Older children are fascinated as they work out how to manipulate the tap on the drinks machine. Toddlers develop their physical skills as they explore retrieving water from a cup with a spoon. They thoroughly enjoy exploring coloured water and mixing it together. n The childminder knows what she wants children to learn. She generally builds on this throughout the inspection. For example, she seizes opportunities to help older children to develop their counting skills. n Children are very independent. The childminder supports children's independence effectively. She provides time for children to try to do things for themselves. For example, older children attempt to put their shoes on. They learn how to spread butter on their toast. Children willingly try to do things for

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need to do better?

themselves, including managing their own personal hygiene. n The childminder helps children to learn about healthy lifestyles. For example, they learn about how fruit is good for them. Children enjoy a range of healthy snacks, such as fruit or toast. They find out that some foods can be unhealthy for them. Children understand how they can keep themselves healthy. n The childminder is dedicated to her own professional development and that of her assistant. She attends a range of training to strengthen her teaching further. For instance, the childminder has recently completed a diploma on the quality of teaching. She ensures that her assistant has access to a range of training. This

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need to do better?

23 May 2022 helps to enhance the quality of the childminder's provision. n The childminder supports children's language well overall. For example, she talks to older children about what they are doing. She checks their understanding. The childminder talks to children about what is happening in a story. However, occasionally, the childminder focuses her attention on extending older children's learning. When this happens, there are fewer opportunities to extend younger children's vocabulary. n The childminder has a good relationship with parents. She shares information about what their children have been doing. The childminder gathers information from parents about where they think children are in their learning when they first start. She talks to parents about how they can support their children's learning at home. This helps children to make good progress. n The childminder does not consistently consider the needs of younger children

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need to do better?

when planning some activities, particularly group activities. During the inspection, the childminder did not consider how she could involve toddlers in a story. For example, she put them in a high chair when they began to explore the environment. This did not support toddlers' physical development or exploratory needs. As a result, they became distracted and disturbed other children's learning too.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of safeguarding. She knows what she would do if she had a concern about the welfare of a child. The childminder keeps her training up to date. For example, she has recently updated her safeguarding knowledge, including knowledge of female genital mutilation and the 'Prevent' duty. The childminder's home is safe and well maintained. All doors and gates are secure. The childminder has good procedures in place to ensure that she only answers the door to authorised visitors. This helps to ensure that children are safe.

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should:

n focus more precisely on developing younger children's communication n consider the needs of younger children when planning activities.

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Setting details

Unique reference number EY488688 Local authority Northumberland Inspection number 10229732 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 10 Date of previous inspection 28 February 2017

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Information about this early years setting

The childminder registered in 2015 and lives in Ashington, Northumberland. She operates all year round from 8am to 5pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with an assistant. 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 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 The childminder showed the inspector around her premises and explained how she organises the curriculum. n The inspector observed children playing and learning. She observed the impact of the childminder's interactions on children's learning. n The childminder showed the inspector a range of documentation, including evidence of the suitability of the childminder, her assistant and other members of the household. n The inspector spoke to children at appropriate points during the inspection. n The childminder explained how she manages her provision and how she keeps children safe. n The inspector took account of written feedback from parents.

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Inspection activities

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 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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