Childminder in Sunderland

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's home is warm and inviting. The calm and supportive atmosphere helps children to feel secure, and new children settle into her care quickly. Children skip through the door in the morning and are keen to start playing with their friends.

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The provision is good

Children are very independent in their play. They concentrate well, for example, when they set out the plates and cups for a tea party with their friends. Overall, the childminder has high expectations for all children. She supports them particularly well with their mathematical learning. For example, children line up the conkers and leaves they have found during an autumn walk. The childminder helps them to count them and to calculate 'one more' and 'one less'. This contributes to the very good skills children demonstrate in this area of learning.

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The provision is good

The childminder is aware that children missed out on many outings and social experiences during the COVID-19 pandemic. Since restrictions have eased, she has ensured that children have plenty of opportunities to spend time in the local community, for example, visiting parks, play areas and the library. Children learn about the world around them and build on their life experiences.

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need to do better?

n The childminder carefully considers what she wants children to learn. She takes account of what they can already do and challenges them to learn more. For example, she encourages them to keep trying when they try a new puzzle that is slightly more difficult than ones they have completed. n Generally, children join in activities that support their learning well. Occasionally, however, less confident children choose not to join in adult-led activities. Others, who wait too long for their turn, lose interest and move away. At these times, not all children benefit as well as they could from the childminder's good teaching. n The childminder teaches children about the natural world. They learn which animals hibernate and talk about creatures that are awake during the night. Children learn about life cycles when they grow and tend to fruit plants in the garden. n Children are talkative and articulate. The childminder repeats word and phrases

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need to do better?

back to them, with the correct grammar and pronunciation, and introduces new vocabulary into activities. This supports children's communication skills well. They are confident talkers who readily use new words in their play. n The childminder is keen to build on her own skills. She works with her co- childminder to share learning from professional development opportunities. She reviews her practice and consider ways to improve it further. This contributes to

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need to do better?

3 November 2022 her good capacity for continuous development. n Parents are very pleased with the care and education that the childminder provides. They say she helps children to grow in confidence and to develop their individual personalities. However, the childminder does not consistently gather detailed information about children's individual needs and routines. For example, she does not check parents' preferences on arrangements for children sleeping. n Children enjoy the responsibility of tidying away toys and helping with simple tasks. However, the childminder has not considered further ways to support children's independence. For example, mealtimes are mostly packed lunch or picnics that are eaten on a rug or in the garden. Children's opportunities to sit, for example, at a table and to develop skills using cutlery and drink from a cup are limited. n Children are polite and kind to one another. They work together during play and

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need to do better?

learn to take turns and share. Children benefit from plenty of praise and show great pride in their achievements. For example, they call out 'ta da!' as they show the childminder the picture they have made by rolling conkers in paint. n The childminder teaches children about British values, such as respect. For example, they make poppy prints using apples and visit local monuments in honour of war veterans. The childminder talks to children in an age-appropriate way about the importance of remembering and respecting people who help us. Children learn how to make a positive contribution to society by being helpful to others.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder keeps her knowledge of safeguarding requirements up to date. For example, she checks relevant websites and attends training courses. This contributes to her good knowledge of how to identify potential risks to children, for example, from extreme views and behaviours. The childminder knows what to do if she is concerned about a child's welfare. She keeps her home safe for children. Doors are secure and she has a clear plan for evacuation in the event of an emergency. The childminder completes regular checks to make sure that areas accessed by children and all toys and equipment are safe for their use.

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should:

n make better use of planned, adult-led activities, so that all children engage fully and benefit from the good learning opportunities provided n share more information with parents about children's individual needs, routines and preferences for their care, so that these can be met even more precisely n consider further ways to help children to develop their self-help skills and

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Setting details

Unique reference number 305472 Local authority Sunderland Inspection number 10234480 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 5 Date of previous inspection 31 March 2017

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Information about this early years setting

The childminder registered in 1993 and lives in Newbottle. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder works with one other childminder.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector observed the childminder's teaching and assessed the impact this has on children's learning and development. n The childminder spoke to the inspector about leadership and management matters. The inspector viewed a range of relevant documents. n The inspector spoke to the childminder and children at appropriate times during the inspection. She spoke to two parents and took account of their view. n The childminder carried out an activity and evaluated it with the inspector.

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Inspection activities

3 November 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

3 November 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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