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 have lots of fun in the childminder's care. Her passion for her role is clearly evident and contributes to the delight and confidence that children show. Children are completely at ease and have extremely high levels of self-esteem. The childminder's consistent vigilance and attention help to meet children's needs swiftly and keep them safe from harm.

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The provision is good

The childminder wants all children to achieve the best they can. Her curriculum is focused on what she wants each child to learn next. This contributes to children's very good progress, particularly in their language development and social skills. For example, the childminder models vocabulary, such as 'stretcher' and 'ramp', when children play together, pretending to take animals to hospital in an ambulance. Children readily use these newly learned words in their play.

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The provision is good

Children play harmoniously together. They form secure friendships and show concern for one another. For example, when their friends shows them a small graze on their foot, they share a hug to make them feel better. The childminder's consistent boundaries and high expectations help children to learn right from wrong. Children behave well and are keen to help and please the childminder.

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need to do better?

n The childminder's inclusive approach helps to ensure that all children make the progress that they are capable of. She tailors her care practices and curriculum to meet the needs of each child and celebrates every small achievement with them. Children learn about what makes them unique and they develop an awareness of the differences between themselves and others in a very positive way. n Children benefit from a wide range of activities that appeal to their interests. They show good imaginative skills, such as when pretending to feed and care for dolls. The childminder supports children's play well. She asks children questions and provides suggestions. This helps to extend children's learning and contributes to the very good progress they make. n The childminder observes children and assesses their achievements to inform her plans for learning. Overall, this helps children to make further progress.

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need to do better?

However, occasionally, the childminder does not ensure that children have secured prior skills and knowledge before moving on to further challenges. For example, children who are not yet confident in counting and recognising lower numbers find an activity involving numbers up to ten too challenging. n Children are keen and motivated learners. However, at times, some children are easily distracted and do not always benefit fully from the childminder's good teaching. Although the childminder recognises this and takes some steps to

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need to do better?

23 April 2024 encourage children to listen, she has not considered even more focused ways to help children to develop their early attention skills. n The childminder teaches children to be independent. For example, she provides steps to enable children to wash their hands by themselves at the sink. The childminder consistently encourages children to keep trying until they succeed. Children learn to manage their own needs and develop resilience. This helps to prepare them for moving on to school. n Parents say the childminder loves their children in the same way they do. They particularly appreciate how hard she worked to settle children back in to her care following the COVID-19 pandemic. There is a good two-way flow of information between the childminder and parents. The childminder shares ideas for children's learning at home, which helps parents to build on their children's progress. n Children benefit from healthy meals and plenty of fresh air and exercise. The

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need to do better?

childminder explicitly teaches children about good hygiene habits. For example, children remind one another to cover their mouth when they cough. This helps to promote children's good physical health. n The childminder continues with her own professional development. For example, she attends training courses about safeguarding and conducts her own research. This contributes to the childminder's very good knowledge of how to keep children safe and respond to any concerns about their welfare. The childminder meets with other childminders to share ideas about enhancing her practice.

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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 allow children plenty of time to practise, remember and understand new skills and knowledge before moving them on to new learning n use even more precise ways to support children to further develop their early listening and attention skills.

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Setting details

Unique reference number EY232004 Local authority Sunderland Inspection number 10335477 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 10 Date of previous inspection 18 June 2018

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Information about this early years setting

The childminder registered in 2002 and lives in Sunderland. She operates all year round, from 6.45am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-year-old children. She holds a relevant early years qualification at level 5.

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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 and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum and the impact on children's learning. n The inspector discussed the safety and suitability of the premises with the childminder. n The inspector observed the interactions between the childminder and children. n The inspector took account of parents' views through written feedback provided. She spoke to children at appropriate times during the inspection.

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Inspection activities

23 April 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 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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