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

p.1

The provision is good

The childminder bases her curriculum on a good range of play activities at home and enjoyable experiences in the community. She weaves learning into everyday routines. For example, children identify door numbers and the letters in shop names on walks in the local area. The childminder focuses planned activities in her home on particular skills that she wants children to learn. For instance, she encourages children to develop their imaginations and to solve problems while they make a road for toy cars. Children work together to make tunnels big enough for the cars to pass through. The childminder is mindful to support children's learning in all areas of development. This helps them to make good, all-round progress, and children very much enjoy their learning. Children are happy and confident in their play.

p.2

The provision is good

Children show remarkable consideration for others, and they are extremely polite. Older children say 'after you', allowing younger children to take their turn first. The childminder gives children fair and appropriate boundaries for their behaviour and makes her expectations clear. This contributes to children's highly positive attitudes, and they behave very well. For example, young children quickly realise the dangers of throwing toys indoors, learning how to keep themselves and others safe.

p.2

need to do better?

n Children benefit from plenty of attention and support during their play, which helps to extend their learning well. The childminder offers suggestions and models new skills, such as how to pick up pom-poms with tweezers. Her consistent praise and encouragement help children to develop confidence in their abilities. They are keen to learn, and their concentration spans develop very well. n The childminder regularly assesses children's learning. This helps her to identify gaps in their development quickly, and she focuses her teaching to help them to catch up. For example, the childminder quickly became aware that some children had experienced less opportunities for physical play and exercise during the COVID-19 pandemic. Consequently, she has provided plenty of outdoor play experiences, such as at parks and play areas. This has helped children to develop their strength, balance and coordination. n Children are chatty during their play. Overall, the childminder supports their

p.2

need to do better?

developing language well. She helps younger children to learn to speak, for example, by speaking clearly and slowly and encouraging them to repeat what she says. However, with older children, she uses familiar language and does not always support them to learn to pronounce and understand new words. n The childminder knows that children bring different life experiences with them

p.2

need to do better?

25 July 2023 and considers these in her routines and activities. For example, she teaches children who do not have siblings to tolerate other children, learn how to share and wait for their turn. The childminder ensures that children have opportunities to play in larger groups of children. This helps to prepare them for attending nursery and school. n Parents say their children 'flourish' in the childminder's care. The childminder provides parents with plenty of information about their children's activities and general advice on subjects such as toilet training. However, she has not yet embedded ways to share more precise information with them about children's progress and aims for their learning and development. n The childminder seeks ways to strengthen her own knowledge and skills. For example, a recent training course has increased her understanding of how to support children with special educational needs and/or disabilities. The

p.2

need to do better?

childminder reviews the experiences and opportunities that she provides to ensure that children remain interested and engaged in meaningful play. n Children play harmoniously together and develop early friendships. For example, they crouch down, close together, pretending to read books to one another. The childminder teaches children about respect. She teaches them about the similarities and differences between themselves and others in a positive way. Children learn positive morals and values that prepare them well to be good citizens. n The childminder has a warm and caring approach that helps children to feel secure. They are very happy and settled in the childminder's care. Children tell the inspector that she is a 'great childminder' who is 'playful' and 'helpful'.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder thinks carefully about how to ensure that she is able to keep children safe. For example, she uses regular risk assessments to consider how to keep children safe on outings. The childminder knows how to identify the signs of abuse and neglect. She knows the children in her care well and is alert to changes that might indicate that a child may be at risk from harm. The childminder keeps her knowledge of safeguarding arrangements up to date. For example, she attends briefing sessions with the local authority. These help to ensure that the childminder knows what to do if she is concerned about a child's welfare.

p.3

should:

n help older children to learn and use even more words to increase their vocabulary and fluency n strengthen the two-way flow of information with parents and help them to

p.3

should:

25 July 2023 extend their children's learning even further at home.

p.3

Setting details

Unique reference number EY301653 Local authority Sunderland Inspection number 10301329 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 17 January 2018

p.5

Information about this early years setting

The childminder registered in 2005 and lives in Houghton-le-Spring. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has a childcare qualification at level 3.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in her evaluation of the setting. n The childminder showed the inspector around the areas of her home used for childcare. She discussed her early years foundation stage curriculum and how she organises her setting. n The inspector observed the childminder's teaching and assessed the impact on children's learning and development. n The childminder and the inspector discussed two activities that the childminder carried out with children and evaluated them together. n The inspector talked to the childminder about leadership and management of her setting. She looked at a range of relevant documents that the childminder provided for inspection. n The inspector spoke to the childminder and the children at appropriate times

p.6

Inspection activities

during the inspection. She took account of the views of parents through written feedback provided.

p.6

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.

p.6

Inspection activities

25 July 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

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

p.7