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 demonstrate that they feel happy and safe in the childminder's and her assistants' care. The childminder provides a home-from-home environment for children to play and learn in. Overall, she thinks about what she wants children to learn next and wants all children to make good progress. The childminder and her assistants know the children well. They gather information from parents and follow children's routines from home. This helps children who are new to the setting, especially babies, to settle quickly. Children have good attachments to the childminder and her assistants. For instance, babies cuddle in when they are tired, and toddlers are confident to express their needs and wants.

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The provision is good

Overall, children behave well. They listen to instructions and follow the routines in the setting. Younger children play happily alongside each other and are kind to their friends. For instance, they spontaneously find their friend's socks when it is time to go out to play. Children benefit from lots of outings in the local community, such as to country parks and playgroups. The childminder uses these trips to teach children about the world around them and develop their social skills in larger groups of children. The childminder places an emphasis on developing children's physical skills. For example, she offers babies regular tummy time. Children develop their fine motor skills, such as when they carefully pour and empty sand into different containers. Toddlers learn to pedal ride-on vehicles to move themselves around the garden.

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need to do better?

n Overall, the childminder plans a curriculum which takes account of children's interests and their next steps in learning. However, at times, she plans some activities which are too advanced for children's stages of development. For example, she reads two-year-old children stories about Ramadan and Eid, which are too complicated for their level of understanding. As a result, some children become bored and restless and are not engaged in their learning. n The childminder shares information with parents throughout the day about their children's learning and development. She sends them photos of their children engaged in activities. The childminder provides parents with feedback about their children's development. Parents are positive about the service the childminder provides. n The childminder and her assistants encourage children to develop their independence. Young children learn to put their shoes and socks on before they

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need to do better?

go outside to play. They learn to feed themselves and wash their hands before lunch. The childminder works with parents to support their children's toilet training, when they are ready. n The childminder promotes healthy lifestyles. Children enjoy healthy, balanced

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need to do better?

5 April 2024 and home-cooked meals. They tuck into pasta and fruit platters for their lunch. The childminder provides opportunities for children to play outdoors in the fresh air each day. n The childminder and her assistants promote children's communication and language skills. They give children constant attention and engage them in conversations. Children are excited to join in regular song times. They join in with the actions and the words, practising and learning new vocabulary. The childminder uses props and puppets to engage children in the songs. n The childminder plans activities to develop children's fine motor skills. For instance, children make marks with pencils and crayons and use glue sticks to stick tissue paper on their pictures. However, the childminder and her assistants provide pre-drawn pictures for children to colour in and tell children where to stick the paper. This limits children's ability to develop their creativity.

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need to do better?

n Children receive regular praise from the childminder and her assistants for their achievements. They show high levels of self-esteem and are keen to have a go and join in all activities. Parents are particularly positive about how the childminder supports their children's confidence and social skills. n The childminder develops children's mathematical skills during activities. Children eagerly sing counting rhymes and use pretend pennies and currant buns to count how many are left. They learn to recognise colours and talk about containers being 'empty' and 'full' when they play in the sand. n The childminder observes, discusses and monitors her assistants' practice. She makes sure that they keep all statutory training up to date, such as safeguarding, first aid and food hygiene. The childminder supports her assistants to attain further qualifications. However, she does not focus professional development to develop their knowledge and practice of how to extend the

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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 plan activities more carefully to take account of younger children's ages and stages of development n think more closely about how children can develop their creativity during planned activities n focus professional development for the childminder and her assistants to extend their knowledge and practice, to raise the quality of education to a higher level.

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Setting details

Unique reference number EY480900 Local authority Newcastle upon Tyne Inspection number 10335491 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 18 Number of children on roll 18 Date of previous inspection 18 June 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Kingston Park, Newcastle upon Tyne. She operates all year round from 7am to 6pm, Monday to Friday, except for family holidays. The childminder holds an appropriate qualification at level 5. She works with two assistants every day, one of whom has a relevant qualification at level 2. 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 areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum for children. n The inspector observed the quality of education during activities and assessed the impact on children's development. n The childminder and the inspector reflected together on children's learning during planned activities. n The childminder shared a sample of her documentation with the inspector. n The childminder and her assistants spoke to the inspector at appropriate times during the inspection. n The inspector took account of parents' views from written statements available. n The inspector interacted with, and spoke to, children during the inspection.

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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

5 April 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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