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 Good

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The provision is good

The childminder provides a home-from-home setting. She creates a friendly and welcoming environment for children, where they are happy and settled. Children display warm relationships with the childminder and enjoy the company of her family. Children benefit from playing with the wide range of resources and activities the childminder offers. This helps children make good progress in their learning. The childminder plays alongside children and follows their interest well. She offers support when needed, encourages children to explore and introduces different ways to use the toys. For example, when children are playing with the balls and stacking cups, the childminder models rolling a ball into the cup, before encouraging the children to join in the play. This helps children to extend their play experiences. Older children enjoy creative activities together. The childminder and children select artwork to go in children's individual books. This helps promote

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The provision is good

children's self-confidence and social skills.

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The provision is good

Children behave well in the setting and can listen to and follow instructions. They are encouraged to tidy up their toys when they have finished playing with them. The childminder supports children to be independent with self-care skills. For example, children put on their shoes and coat when going out. Children are familiar with their daily routine and hold the childminder's hand when going out in the community.

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The provision is good

The childminder plans regular outings with the children, which include playgroups, walks and the park. This helps widen children's experiences in their local community and develop physical skills. The childminder has links with other childminders. They organise the playgroups together and work closely together to share ideas and discuss training courses.

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need to do better?

n The childminder establishes positive relationships with parents. She communicates with them effectively about children's learning, development or any concerns. Parents praise the childminder on the experiences she offers children and recognise how these impact on the progress they make. n Children are independent and active learners in choosing where to play. The childminder provides a variety of resources and has good knowledge on children's individual stage of development. However, the childminder does not consistently plan challenging activities and resources, to extend children's next steps in learning and help them make progress in all areas of development. n The childminder places a strong emphasis on children's personal, social and emotional development and self-care skills. She supports children in getting along together, encourages them to take turns, use good manners and tidy up

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need to do better?

17 October 2022 toys after play. n The childminder gets to know the children very well and incorporates their interests into their play and learning. For instance, she collates photos which are sent to parents and has individual books for children to create artwork in. This has a positive impact on children's sense of belonging, self-esteem and creativity. n Children seek out the childminder if they need support with a toy. The childminder is quick to respond to them and knows how to support the needs of individual children. This helps children feel secure and have good levels of well- being. n Children are introduced to new vocabulary during play by the childminder through modelling and questioning. However, on occasions the childminder does not use correct grammar when modelling language which can affect the children's pronunciation of words. n The childminder shares information with other early years settings the children

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need to do better?

attend. This means there is a consistent approach to working in partnership with other professionals, to continue to support the children's care, learning and development. The childminder ensures transitions are smooth when children are moving to new settings and children are prepared for their next stage of learning. n Children benefit from visits within the community. They enjoy visiting playgroups, going for walks and trips to the park. The childminder plans outings to provide opportunities for young children to mix with a wider group of children and help support their physical development. n Children are keen to engage with adult-led activities and experiences which link with their interests and seasons, such as rolling conkers in paint. Children are shown how to do this, and when they become confident, they complete the activity independently. n The childminder is reflective. She evaluates her own practice and gathers

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need to do better?

feedback from parents. This helps her to improve the overall quality of her provision. n The childminder provides healthy snacks and fresh drinking water throughout the day. Parents provide meals and snacks for their children. The childminder encourages healthy eating and shares information with parents to support children's understanding.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has good knowledge of safeguarding and knows procedures to follow, should she have concerns about a child. The childminder understands her responsibilities in safeguarding and to be vigilant of various child protection issues, such as county lines and radicalisation. The childminder completes regular training to keep her knowledge up to date. The childminder ensures her home is a safe environment for children. She completes regular safety checks, so any risks are minimised. She closely supervises the children and teaches them how to keep safe

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Safeguarding

17 October 2022 when in the community. The childminder keeps records of any accidents or first aid she administers to children, and shares this information with parents.

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should:

n review the way learning experiences are implemented to challenge children's learning further, to help them to make even greater progress n consistently use correct grammar when modelling language to help young children hear and use the correct pronunciation of words.

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Setting details

Unique reference number EY438657 Local authority North Tyneside Inspection number 10229588 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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Total number of places

Number of children on roll 10 Date of previous inspection 4 November 2016

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Information about this early years setting

The childminder was registered in 2011 and lives in Forest Hall, Newcastle upon Tyne. She operates all year round, from 6.45am to 5.45pm, Monday to Friday, except bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3.

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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 her evaluation of the provision. n The childminder showed the inspector around her home used by the children and explained how she supports children's learning and development. n The inspector reviewed documents. These included relevant policies and evidence of the childminder's paediatric first-aid certificate. n The inspector observed the quality of interactions between the childminder and children, and assessed the impact of these on children's learning. n Parents shared their views, and the inspector took account of these.

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Inspection activities

17 October 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 October 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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