Childminder in North Tyneside

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children benefit from a wide range of exciting and challenging experiences at this friendly and welcoming setting. Support for children's personal, social and emotional development is strong. Children take part in circle time where they talk to others about how they feel. They take turns as they play shopping games with the childminder. Children use sand timers to help them understand when it is their turn. They learn to share and play cooperatively together as they explore with art and craft resources. Children learn about nurture as they bathe baby dolls and care for caterpillars until they become butterflies.

p.2

The provision is good

Children's developing social skills are promoted through a wide range of experiences outside the setting. The children visit local playgroups and go strawberry and pumpkin picking. They learn about the wider world beyond their own through visits to the library, local museums and a farm. Once a week, children take part in a vegetable planting and gardening club. When planning trips, the childminder uses public transport so that children learn about different ways to travel. Children are becoming increasingly independent. They register themselves into the setting at the beginning of the day. Children put on their own coats, peel their own fruit at snack time and learn to drink from open cups.

p.2

need to do better?

n The childminder is kind, caring and sensitive to the needs of the children in her care. She is a good role model and helps children to learn manners and how to be respectful to others. Children enjoy excellent relationships with the childminder and they develop close bonds. n Children benefit from a well-planned and organised curriculum that covers all areas of learning. The childminder knows the children well. She has a strong understanding of where children are in their development. She knows how to firmly put in place and extend their learning. n Overall, there is good support for children's developing communication and language skills. The childminder reads stories and sings with the children. However, there is scope for the childminder to encourage children to respond in more detail and to provide enough time for them to formulate their answers and ideas. n There is strong support for children's emotional development and well-being.

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need to do better?

The childminder praises and encourages the children. This helps to raise their confidence and self-esteem. Children learn about how to keep themselves healthy through good hygiene routines. They discuss with the childminder which foods are healthy and how best to look after their teeth. n The childminder plans good support for children's developing physical skills. Children develop coordination as they thread shapes, play with jigsaws and

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need to do better?

29 June 2022 practise with tweezers as part of an activity. They develop balance, strength and agility through football, gymnastics, swimming activities and visits to soft-play centres. n Strong support for mathematics is woven through everyday activities. Children build with shapes and match the colours of toys with the colours of cups. They sing number songs and compare who has the most cards as part of a board game. The childminder helps children to recognise and learn the value of numbers through first-hand experiences. For example, she encourages children to identify house numbers while out on walks in the local community. n Feedback from parents is very positive. Parents praise the support and advice they receive around sleeping, potty training and dental health. For example, the childminder shares books about dentists with children before their first appointments. The childminder provides parents with ideas for activities and

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need to do better?

recipes to try at home. n There is a strong focus on continuous professional development. The childminder updates her knowledge through regular training and research. The childminder has built good relationships with local schools children attend to develop a consistent approach to children's learning. n The childminder is very reflective and evaluates the experiences for children well. She gathers the views of parents and uses these to plan continuous improvements. The childminder is dedicated and passionate about the quality of the service she provides.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how to teach children to keep themselves healthy and safe. For example, she encourages them to tidy away their toys so that areas are safe and clear. The childminder has a strong awareness of her responsibilities in relation to child protection. She has attended training in wider aspects of safeguarding, food hygiene and first aid. The childminder knows what might concern her about a child in terms of safeguarding. She knows who to contact and the processes to follow to help keep children safe.

p.3

should:

n encourage children to respond to questions in more detail n provide enough time for children to formulate their answers and ideas.

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Setting details

Unique reference number 2569391 Local authority North Tyneside Inspection number 10226020 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Forest Hall, Newcastle upon Tyne. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate childcare qualification equivalent to level 6. She provides funded early education for two-, three- and four-year-old children.

p.4

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 the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector looked at a sample of the childminder's documents, including evidence of training and the suitability of those living on the premises. n The childminder and the inspector reflected on an activity together. The inspector observed the quality of teaching during activities and assessed the impact on children's learning. n The inspector held discussions with the childminder at appropriate times during the inspection. She took account of parents' views.

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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

29 June 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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