Childminder in Newcastle upon Tyne

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 have a good relationship with the childminder and her assistant. They happily sit next to the childminder as they look at books together. They greet the assistant with enthusiasm and talk about him as they play. Parents comment that their children love going to the childminder's setting. They really appreciate how caring she is, particularly when their children are ill. The childminder places a high priority on supporting children's personal, social and emotional development. Younger children develop their confidence and social skills when they visit a range of places, such as soft-play centres or local galleries and museums.

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The provision is good

Children behave well. They follow the childminder's instructions and respond well when she reminds them not to touch buttons in the kitchen. The childminder has high expectations for children's learning. For example, she places a high priority on children's communication. Parents comment on the progress that their children make, particularly with their communication skills. Children learn how to keep themselves safe. They learn the importance of wearing slippers to prevent slipping. They understand that they need to walk indoors to keep themselves safe.

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need to do better?

n The childminder knows children well and recognises what they are interested in. She uses this information to plan a range of activities to support children's learning further. The childminder has a good understanding of where children are in their learning and makes good use of opportunities to extend children's learning. For example, she counts the stairs with them as they go upstairs. n The childminder supports children to share and take turns when using toys and equipment. However, there are occasions when the childminder does not help older children to understand how their actions make other children feel. For example, when children hold onto play dough toys that other children have asked for, the childminder does not consistently explain how the other children are feeling. This causes other children to become frustrated. n The childminder places a high priority on developing children's literacy. For

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need to do better?

example, she regularly looks at books with children. The childminder reads stories with good expression. She listens to children and gives them the opportunity to talk about the illustrations and what they can see. For example, children delight in finding 'The Gruffalo' in other books by the same author. n The childminder supports children to develop their communication. She listens to children and extends what they are saying. She takes time to listen and respond to children, for example, as they look at books. This encourages children to talk confidently about past experiences. For instance, they talk about other books that they want to get and books that they have looked for in the shops. n Children concentrate well in their play and learning. This is evident as they

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need to do better?

26 April 2023 concentrate for long periods as they look at books or make cakes with play dough. This helps children to develop good attitudes to learning. n The childminder generally has a good attitude to keeping her knowledge and skills up to date. She has attended all mandatory training. However, the childminder has not strengthened her understanding of how to support and plan for the needs of two-year-old children in their play, particularly in identifying and responding to their fascinations. n The childminder ensures that her assistant is aware of her policies. She provides ongoing support to develop his skills. However, the childminder does not consistently provide even more coaching and training to help raise his practice to an even higher level. n The childminder has a good attitude to working in partnership with parents. She talks to parents about what their children have been doing and shares

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need to do better?

information about their learning. She finds out what children have been doing at home. This helps to support children's learning. n The childminder talks confidently about the dangers posed to children by online resources and applications. She talks to children about how they can keep themselves safe online. The childminder gives advice to parents about the potential dangers of children being online. This supports children's safety.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has a good understanding of how she can keep children safe. She assesses risks carefully to ensure that potential hazards are removed. For example, the childminder supervises children carefully as they go through doors to ensure that they do not bump their heads. She has a good understanding of the signs and symptoms that may indicate that a child is being abused. The childminder knows who to contact if she has concerns about a child's welfare. She makes sure that she keeps her knowledge and skills up to date.

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should:

n help children to understand how their actions, particularly when sharing resources, make other children feel n strengthen understanding of the ways in which to identify and respond to two- year-old children's fascinations in their play n provide even more coaching and training to develop the assistant's skills further.

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Setting details

Unique reference number EY477679 Local authority Newcastle upon Tyne Inspection number 10285391 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 12 Number of children on roll 17 Date of previous inspection 4 October 2017

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Information about this early years setting

The childminder registered in 2014. She works with a co-childminder and an assistant. The childminder operates from another registered childminder's home in Gosforth, Newcastle. The setting is open all year round, from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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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 their evaluation of the setting. n The childminder showed the inspector around the setting. She explains how she organises the setting to support children's learning. n The inspector observed children playing and learning. She evaluated the impact of the childminder's interactions on children's learning. n The childminder evaluated an activity with the inspector. n The inspector took the views of parents into account through written feedback that they provided for the purpose of the inspection. n The childminder showed a range of documents to the inspector. These included evidence of suitability checks for the childminder and her assistant. n The inspector spoke to children at appropriate times during the inspection.

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Inspection activities

n The childminder talked to the inspector about how she manages her setting and how she keeps children safe.

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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

26 April 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

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

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