Miller, Maria

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 fully understand the routines of their day. They come into the warm and friendly environment, where they quickly settle to take part in activities with the childminder. Children understand where to place their belongings and become increasingly independent. They enjoy taking part in craft activities and use tools and resources to make marks. Children show increasing skill and receive clear explanations as to how to use items, such as rolling pins. They thoroughly enjoy their creative activities. Children hold discussions with the childminder as they look at volcanoes, how they erupt and count how many they have. They talk about the different healthy foods that dinosaurs eat and make comparisons to what they eat, such as fruit and vegetables. Children develop an awareness of healthy lifestyles.

p.2

The provision is good

Children develop strong bonds with the childminder. They know to seek reassurance from the childminder, which she gives immediately and willingly. Children learn to share and take turns through the childminder's effective support and guidance. For example, the childminder encourages children effectively to share and take turns. Children receive well-deserved praise and encouragement throughout their day. This enhances their sense of pride in their achievements.

p.2

need to do better?

n The childminder provides a curriculum that offers a wide range of learning experiences. Children use a wide range of resources to practise their fine motor control. The childminder uses her good teaching skills to encourage children's mathematical development. For example, older children enjoy counting as they match colours and size with dinosaurs. However, at times, the childminder does not consistently build upon what children are interested in as they play. At times, she does not incorporate the skills children need to learn next, to raise their achievements to an even higher level. n The childminder completes the progress check for children when they are aged between two and three years. This supports her to identify children who need extra support. The childminder works in partnership with parents and raises any concerns regarding children's development. She signposts them to the relevant health services when required.

p.2

need to do better?

n The childminder is good at modelling language for children and introducing new vocabulary. She repeats new words frequently, such as the names of colours and words, such as 'squidgy' and 'squashy', as they model with dough. Children try to copy these words, increasing their communication and language skills. n The childminder reflects on her practice and the service she provides. She identifies her strengths and aspects she would like to improve. The childminder meets up with other childminders to share information and good practice. She ensures that all mandatory training is updated. However, the childminder has

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need to do better?

16 February 2023 not considered how her professional development could be strengthened to help to extend her practice even further. n Children behave well. The childminder gently reminds children of the behaviours they should be showing. For example, she reminds children of the house rules when they throw balls inside. The childminder explains how the rules keep them safe, and provides an alternative activity that children enjoy. Children listen and follow her instructions. They are polite and remember to start tidying up activities before they start another. n Partnerships with parents are a real strength of the childminder. From the very start, she ensures that she has a wealth of information from parents to enable her to provide for children's developing needs. The childminder ensures that parents are kept informed about every aspect of their child's care and education, as she shares information verbally and through messages.

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need to do better?

n Parents are extremely positive about the childminder. They comment that 'she works creatively with children, tailoring activities to suit their individual needs.' Parents say that the childminder's inclusive practice and support reflects that she provides excellent support for children with 'creativity, energy, warmth and skill'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is constantly aware of potential risks and takes steps to ensure that children are safe. She implements procedures during trips and outings to help children learn to keep safe when walking alongside roads. The childminder knows the indicators that would alert her to a child that might be at risk of harm, and she knows which authorities she needs to contact to help keep children safe. She attends training and has an understanding of a range of safeguarding issues that may impact children's safety. She makes sure that the premises are secure and that the environment is appropriate for children to play and learn in.

p.3

should:

n build upon children's emerging skills and interests as they play, to support them to make the best possible progress n extend professional development to help to raise the standard of education to the highest level.

p.3

Setting details

Unique reference number EY301374 Local authority Gateshead Inspection number 10265217 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 6 Date of previous inspection 30 May 2017

p.4

Information about this early years setting

The childminder registered in 2004 and lives in Sunniside, Gateshead. She operates all year round from 7am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. 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 childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector through written comments.

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Inspection activities

16 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

16 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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