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 are happy and settled in the care of the childminder and her assistant. Children form strong bonds with them and also develop friendships with each other. Children also have opportunities to meet other children and engage in activities, such as when visiting social groups on a regular basis. This helps them to develop wider friendship groups and supports their social skills and confidence. The childminder has high expectations for children's learning and behaviour. Children are well behaved. When there are minor disagreements over toys, the childminder sensitively reminds children about sharing and encourages them to do so. This also promotes children's patience and self-control. The childminder praises children when they share and take turns. She teaches children about acceptable behaviour and ensures a welcoming and respectful environment.

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The provision is good

Children benefit from a varied curriculum that promotes all areas of learning. The childminder places a strong focus on promoting children's communication and language. She uses songs and stories to promote children's early mathematics skills, such as when they sing number rhymes. The childminder also promotes mathematics well throughout the daily routine, for example when children count how many plates they need at snack time. The childminder comprehensively monitors children's progress, skills and knowledge.

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need to do better?

n The childminder promotes children's health and personal development well. She implements good hygiene routines with children. The childminder liaises closely with parents to support children with toilet training when they are ready. She ensures that she continuously promotes children's health and well-being. Children receive a variety of healthy and nutritious meals and snacks. The childminder makes sure that she meets children's dietary needs and family preferences. n The childminder provides children with various opportunities to develop their skills. For example, children roll, squeeze, press and cut play dough into different shapes. They also complete puzzles, and babies access shape sorters. This helps to develop their fine motor skills. Children have regular opportunities for outdoor play in the childminder's garden in drier months, and they have regular visits to nearby parks. However, the childminder does not clearly plan or focus the

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need to do better?

curriculum for babies' physical development as closely. n The childminder and her assistant's interactions with children are good. They encourage and assist children to engage and persevere with activities for longer periods of time. For example, children play for a long time with play dough as the childminder and her assistant support them and play with them, encouraging children to use different tools. This helps to promote children's concentration

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need to do better?

13 March 2024 and imagination skills and helps to prepare them for school. However, the childminder does not plan for children's early writing skills as well. For example, children do not have easy access to a range of mark-making resources. n Children engage in lots of singing and story-time sessions. They are familiar with the routine and excitedly collect a beanbag to sit on to get comfortable for story times. Children also choose books independently and demonstrate that they know the order of simple stories. They repeat words from books, such as 'fluffy', 'shiny' and 'bumpy'. n The childminder supports children's understanding of the world, such as when they learn different animal names and sounds. Children also use their imaginations well. They engage in role play and enjoy pretending to shop and prepare meals for each other with play food. n The childminder works well in partnership with parents. She receives detailed

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need to do better?

information about each child's routine and development when they first start to attend. The childminder uses this as a basis for children's individual care and learning. The childminder keeps parents well informed of their child's development and progress. However, she has not made all parents aware that she works with an assistant, or of the assistant's role, to extend information- sharing with parents about their children's care. n The childminder has a positive attitude towards continuous professional development and has completed various training courses since the last inspection. She is also a very good role model for her assistant. The childminder shows care and consideration for her assistant's well-being and ensures that her assistant has regular breaks.

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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.

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should:

n strengthen the curriculum for babies, to consider and plan for their physical development more closely n extend opportunities for children to develop their mark-making skills further, such as by considering the learning environment and the resources available n extend information-sharing with parents regarding how staffing is organised, such as details about the assistant and her role.

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Setting details

Unique reference number EY497789 Local authority Newcastle upon Tyne Inspection number 10317033 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 7 Date of previous inspection 10 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Gosforth, Newcastle. She operates all year round, from 7.30am to 6.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder employs an assistant, who works with her from Monday to Thursday. She offers 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 the evaluation of the childminder. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises the early years setting, including the aims and rationale for the curriculum. n Children told the inspector about their friends and what they like to do when they are at the childminder's setting. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector observed the interactions between the childminder, the assistant and children. n The inspector spoke to some parents during the inspection and took account of their views. n The childminder provided the inspector with a sample of key documentation on

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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

13 March 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

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

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