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 settle easily in this welcoming environment. They enjoy a wide range of activities and involve the childminder in their play. Relationships between the childminder and children are good. The childminder readily gives children affection. She stores resources at a low-level to enable children to make their own choices, select toys independently and follow their own interests. Children recall special experiences and the good fun they had when they look at photos of themselves involved in activities and outings.

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The provision is good

The childminder plans a full and varied curriculum, taking account of children's abilities and interests. She gathers useful information when children start at her setting. The childminder uses this to sequence children's learning. She provides activities which capture children's interests, who immerse themselves in their play. Children relish looking at books alone or with the childminder. They confidently join in, for example, identifying the colours and the shapes. Children recall what happens next. This supports their language and communication skills well.

p.2

The provision is good

Children regularly meet with other children and familiar adults at groups they attend. This encourages them to develop good social skills. Children learn the importance of taking turns and sharing, and their behaviour is good. They receive lots of praise and encouragement from the childminder, who recognises their efforts and achievements.

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need to do better?

n The childminder plans effectively for children's learning from the start. She seeks a range of information from parents when children start at the setting. For example, the childminder encourages parents to complete an 'All About Me' form, which seeks information about their children's routines and previous learning. This enables the childminder to plan for children's learning from the very beginning. n Children have daily opportunities for fresh air and exercise. The childminder takes children out for walks into the local community and to various groups. Children excitedly look for diggers as they walk past a demolition site. This inspires children in their play as they move diggers around the mat. n The childminder uses her observations and assessments well to build on what children already know. She carefully selects resources and activities that will help children to make progress in their development.

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need to do better?

n Children develop a wide range of communication and language skills. The childminder models language for children and introduces new words, such as 'squashy', during activities. Children confidently join in with conversations as they play alongside the childminder. The begin to use more words and speak

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need to do better?

25 October 2023 longer sentences. n The childminder encourages children to use mathematical language as they play. She models size, numbers and counting. Children begin to count and use mathematical concepts, such as size, in their play. n Partnerships with parents are strong. This helps the childminder to meet children's needs on a daily basis. She ensures that parents are kept informed about every aspect of their child's care and education. The childminder talks with parents daily and uses phone messaging. She shares their children's development milestones and supports parents with information on how to extend their children's learning at home. n Parents are extremely complimentary about the care and education their children receive. They comment that the childminder is amazing and that their children are well prepared for school. n The childminder completes some training, and reflects on her practice to identify

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need to do better?

areas for development. She also uses the feedback from families to evaluate her setting. However, the childminder is aware that she has not identified training to support her professional development needs, to help to enhance her practice to the highest level. n Children behave very well at this setting. The childminder has high expectations for children's behaviour and supports children through mutual respect and understanding. Children enjoy the childminder's company. She engages children well through her warm and loving interactions, which help children to develop good levels of emotional well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder demonstrates a good knowledge of the signs and symptoms that might indicate a child is at risk of abuse or neglect. For example, she understands what can make a child more vulnerable to abuse. The childminder discusses the importance of getting to know children and their families to ensure that any concerns for a child's welfare can be identified early. She can explain the procedures to help reduce, prevent and remove potential risk factors, such as notifying the relevant authorities in the event of an allegation. The childminder ensures that the premises are safe for children to learn and play in. This means that no unauthorised persons can enter the premises.

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should:

n build on professional development to help to raise the standard of teaching to the highest level.

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Setting details

Unique reference number EY312313 Local authority Sunderland Inspection number 10311846 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 4 Date of previous inspection 12 April 2018

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Information about this early years setting

The childminder registered in 2005 and lives in Sunderland. She operates all year round, from 8am to 5pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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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 the evaluation of the setting. n The childminder spoke to the inspector as part of the learning walk about her intentions for children's learning. n The childminder and the inspector took part in a joint observation of children engaged in an activity. They discussed the intentions for children's learning and the quality of education that they observed. n The inspector took account of parents' views through written comments received. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

25 October 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

25 October 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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