Childminder in North Tyneside

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 settled and happy at this friendly and welcoming setting. They form strong bonds with the childminder, who is caring and kind. The childminder works hard to get to know children in her care well. She plans exciting experiences and activities that she knows will challenge and interest them. For example, children act out real life experiences as they make shopping lists and visit the supermarket with the childminder. Babies use their senses as they explore cloth books and small- world toys. The childminder provides strong support for children's personal, social and emotional development. This includes support and encouragement for children to manage their own feelings and behaviour. For example, she plans games that support children to take turns and play cooperatively together.

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The provision is good

There is a strong focus on being outdoors and exploring nature. Children enjoy visits to the nearby woods and duckpond. They gather autumn leaves to make into pictures and learn about the life cycles of animals and insects. Children study frogspawn over a period of time and care for caterpillars until they turn into butterflies. The childminder encourages children to learn about and respect different types of wildlife. For example, when children go blackberry picking, she teaches them which berries are safe to eat.

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need to do better?

n The childminder gathers detailed information from parents about their children when they first start at the setting. This enables her to plan tailored support for children's learning from the outset. n There are strong opportunities for children to develop their physical skills. Children benefit from daily fresh air and exercise during visits to local parks, for example. n The childminder supports babies well to stretch and begin to crawl. She provides mats for children to develop balance and stability. The childminder encourages babies to stretch by cleverly placing favourite toys at the end of their reach. n The childminder supports children to develop coordination and flexibility. For example, she encourages children to use their hands in different ways as they take part in baking and craft activities. n Children benefit from strong support for their developing communication and language skills. The childminder supports children's language development by

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need to do better?

maintaining eye contact, using gesture and responding positively to babies as they babble. n Children learn about where their food comes from. For example, they help the childminder to grow and pick salad. The childminder encourages children to try new foods and to take part in activities, such as baking and making jam. n Children learn about the wider world outside the setting and the community in

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need to do better?

3 May 2024 which they live. For example, the childminder plans exciting trips to a local castle, farm and beach. n The childminder has extensive experience of caring for children with special educational needs and/or disabilities. She has completed training and adapts her resources in order to meet the individual needs of the children in her care. n Parents speak highly of the childminder. They praise the level of care she provides and the range of activities on offer. Parents say their children have grown in confidence since starting at the setting and are always happy and excited to attend. n The childminder has built strong partnerships with parents. For example, she shares recipes and loans books and games to parents, so they can extend their children's learning at home. Parents say they feel well informed through daily updates and detailed handovers at the end of the day. n The childminder understands the importance of working with professionals in

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need to do better?

education and health who are also involved with the children in her care. This helps to provide a consistent approach to support for children's development. n The childminder embraces continuous professional development and keeps her skills up to date. She has identified she has not yet taken opportunities to develop her knowledge further. For example, by learning more about different strategies to support children's communication skills, such as sign language. n The childminder reflects well on activities and experiences for children. She shares ideas with other childminders and has a positive attitude towards continuous improvement.

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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 develop opportunities for professional development in order to improve the already good quality of teaching still further.

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Setting details

Unique reference number 502888 Local authority North Tyneside Inspection number 10317090 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 2 Date of previous inspection 25 May 2018

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Information about this early years setting

The childminder registered in 2001 and lives in Newcastle upon Tyne. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She provides funded early education for 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 her 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 and experiences for children. n The inspector discussed with the childminder how she helps to keep children safe. This included evidence about first-aid training and suitability of those living on the premises. n The childminder and inspector reflected on an activity together. The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector took the views of parents into account.

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Inspection activities

3 May 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

3 May 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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