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

Children are very happy in the childminder's care. They demonstrate this as they leave their parents happily when they arrive in the morning. They relax as the childminder cuddles them. Children have a very good relationship with the childminder. They beam as they point to their head or nose and the childminder copies. She labels the parts of their body as they play. Children laugh as they pull their socks off and copy the childminder as she says 'toes'. Parents say, 'she cares for children as if they were her own'. Children develop good attitudes to their learning. They are keen to try to do things for themselves, but ask for help when they need it.

p.2

The provision is good

The childminder has high expectations, overall, for children's learning. She supports children's communication effectively. She talks to children and extends and repeats what they are saying. The childminder speaks clearly using two- and three-word utterances. This encourages children to copy her and extend their communication. Children confidently talk about 'mammy's car' as they look out of the window. The childminder teaches children how they can keep themselves safe. She patiently helps children to understand how they must hold on to the pushchair or her hand when they are outside. Parents comment that their children's awareness of safety when they are outdoors is 'phenomenal'.

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need to do better?

n The childminder knows children well. She plans her environment based on children's interests. For example, she puts out a toy ice cream factory to motivate children who like making ice cream. This encourages children to take part in pretend play. n Children thoroughly enjoy playing with shapes, and they concentrate well. They laugh as they put the shapes on different-coloured pegs. They demonstrate good control as they put the pegs on the wooden rods. The childminder supports children's learning well. She talks about colours and demonstrates counting with numbers in order as they play. This helps children to make good progress. n The childminder knows where children are in their learning. She plans her curriculum to develop the skills that children need to learn next. For example, she plans to help children to count numbers in order when they start to say some numbers. The childminder seizes opportunities to extend this learning.

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need to do better?

This is evident as she demonstrates counting as children play. Later, when children are playing with their toes, toddlers count with numbers to four in order. This helps children to make good progress. n The childminder does not always give consistent messages to children regarding the importance of handwashing. For example, she talks to children about

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need to do better?

9 February 2023 washing their hands before eating. Children know that they need to do this and go to the sink as soon as the childminder mentions lunch. However, the childminder does not consistently talk to children about the importance of this routine after blowing their noses. This means that they do not always learn about how to maintain high levels of personal hygiene. n The childminder has a good relationship with parents. She talks to them about what children have been doing and gives detailed information about their day. The childminder talks to parents about what she is working on next so that parents can support their children at home. n The childminder has a good attitude to professional development. Recent training has helped the childminder to improve how she communicates with children. She now gives them more time to express their thoughts and ideas. However, the childminder's evaluations are not always sufficiently thorough to

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need to do better?

identify and address other minor weaknesses in practice. n The childminder has a good relationship with the local school. She meets regularly with school staff and they share information at the end of the school day. They talk about children's learning and development and create a shared approach to supporting children. For example, they talk about strategies to help children who are having difficulty with regulating their emotions. This helps children to manage their behaviour.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder has a good understanding of how she can keep children safe. She ensures that her home is secure at all times. The childminder evaluates her home and takes effective action if she identifies any hazards. For example, she puts corner protectors on her units to prevent children from bumping their head. The childminder has a good understanding of the signs and symptoms that may indicate that a child has been subjected to abuse. She attends a range of training to keep her knowledge and skills up to date. She is aware of her local procedures, should she have a concern about a child.

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should:

n give children consistent messages regarding the importance of handwashing, particularly after blowing noses n strengthen evaluations and identify minor inconsistencies in practice.

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Setting details

Unique reference number EY276158 Local authority Sunderland Inspection number 10265138 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 11 Date of previous inspection 25 May 2017

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Information about this early years setting

The childminder registered in 2004 and lives in Washington, Tyne and Wear. She holds a National Vocational Qualification at level 3. She operates her service all year round from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. She is registered to provide funded places for two-, three- and four-year-old children.

p.4

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 childminder showed the inspector aeound her home and explained how she organises her provision. n The inspector observed children playing and learning. n The inspector spoke to parents and took their written feedback into account. n The childminder evaluated an activity with the childminder. n The inspector viewed a range of documents, including those relating to the childminder's suitability, as well as members of the household. n The childminder explained how she keeps children safe.

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Inspection activities

9 February 2023 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

9 February 2023 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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