Gibson, Debby Joanne

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

The childminder offers a wonderfully relaxed, home-from-home environment where children demonstrate they feel happy, safe and secure. Effective settling-in procedures ensure children quickly form strong attachments with the childminder. Children are very content and keen to join in with the wide range of activities provided.

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The provision is good

Children behave very well. The childminder is a positive role model and has high expectations for children's behaviour. She uses gentle reminders to help them learn the clear rules, boundaries and routines she has in place. She explains that this keeps everyone safe and happy. Children learn how to be kind and gain good manners. For instance, during snack time, when the childminder says 'please' and 'thank you', younger children attempt to copy her example.

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The provision is good

The childminder supports children's developing language skills effectively. For example, she encourages children to discuss how a doll is dressed as they prepare to take it for a walk in a pram. She helps to extend children's vocabulary by using a good commentary and introducing new words, such as 'freezing' and 'windy', repeating words clearly. The discussion leads to a great plan to dress the baby in more warm clothes and blankets, to help keep it warm on a very cold day. Children are given ample time to think and respond, and they become increasingly confident to speak.

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need to do better?

n Children receive lots of warmth and affection. The childminder is very attentive to younger children's interests and takes account of their individual needs in nappy changing and sleep routines. Children respond with big smiles and hugs when she plays and talks with them about their favourite things, including the childminder's elderly, calm and affectionate pet dog. Children's self-esteem is actively nurtured. n The childminder has a good vision of what she wants children to learn. She helps to prepare them with the skills they will need to move on to school or nursery. The childminder knows the children well and can confidently talk about their capabilities. She identifies any gaps in learning and helps children to build on what they already know and catch up quickly. The childminder plans a wide range of age-appropriate activities across all areas of the curriculum. However, the childminder lacks some confidence in using effective strategies to engage

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need to do better?

children fully during activities to extend their learning. n The childminder has recently evaluated every aspect of her setting. For example, she has significantly improved safeguarding arrangements. The childminder has updated her safeguarding policy and is clear on how to report concerns about

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need to do better?

23 January 2024 children's welfare or the behaviour of another adult. She understands how to identify the signs and symptoms that could indicate a child is at risk. The childminder uses risk assessments well to help keep children safe and secure. n The childminder has improved the information she requests from parents when they start to ensure that children benefit right away from the time they spend with her. She has future plans to develop the outdoor area for younger children to extend their opportunities for physical development. She also plans to resume even more outings in the local community to ignite children's interests and curiosity. n The childminder is an excellent role model for children and encourages them to lead a healthy lifestyle. She provides children with healthy snacks and plenty of opportunities to develop their physical skills in the fresh air. Children learn to make healthy choices when selecting foods to eat. The childminder helps them

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need to do better?

to understand that regular exercise, fresh water and good hygiene practices have many benefits. n The childminder supports children's awareness of risks very well. For example, children know there must be a safety check of the kitchen before they can enter. Children learn about road safety and how to use computers safely. These skills support children's future stages in learning. n Partnerships with parents are positive. The childminder provides daily updates about the care their children have received and the activities in which they have participated. However, the childminder does not consistently involve parents as fully as possible in their children's learning. For instance, she does not routinely give them ideas on how to continue their child's learning at home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n make better use of strategies to strengthen and support children's learning to a higher level n improve partnership working with parents and share even more ideas with them to extend children's learning at home.

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Setting details

Unique reference number EY462421 Local authority North Tyneside Inspection number 10311600 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 3 Date of previous inspection 11 November 2019

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Information about this early years setting

The childminder registered in 2013 and lives in the Shiremoor area of Newcastle upon Tyne. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early years education for two-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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder spoke to the inspector about their intentions for children learning. The childminder and the inspector carried out a joint observation. 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. n The inspector spoke to a parent during the inspection and took account of their views.

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Inspection activities

23 January 2024 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

23 January 2024 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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