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 Requires improvement

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The provision is good

The nurturing childminder builds strong relationships with children. She gives them cuddles when they need them and engages them in conversation. Gradual settling- in procedures help children to form these close bonds and support their emotional security. Children enjoy the childminder's company. For example, they sit closely to her and involve her in their play. The childminder is sensitive to children's needs. She talks to children about what will happen next, when there is a change to the routine. This helps children to accept what will happen, such as a visit to the park. When children are settled, they are inquisitive and actively explore, investigate and learn in the safe and well-resourced environment.

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The provision is good

The childminder manages children's behaviour well. She has conversations with them about the importance of sharing, taking turns and being kind. Children receive lots of praise for their efforts, which helps them to try harder next time. The childminder supports children to develop their independence as they learn to put their own shoes and coats on before going out. Children manage their self- care. For example, they wash their hands at appropriate times.

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need to do better?

n The childminder knows the children in her care well, including their likes and dislikes. Her curriculum is based on building children's independence and getting them ready for starting school. Since the last inspection, the childminder has introduced assessments to check that children are progressing well, and she plans for their next steps. She shares children's next steps in learning with parents so that they can continue or extend their child's learning at home. However, at times, the assessments of children's learning are not precise enough to fully support children to make the best possible progress at home and in the childminder's setting. n The childminder understands the importance of working with other professionals when she has concerns that a child might not be making the progress that they should. However, the childminder has not focused her professional development to extend her knowledge of how to support these children as effectively as

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need to do better?

possible. n The childminder places a strong focus on extending children's communication and language skills. She models language well and gives children time to listen and respond to questions. She repeats what children say so that they can hear the correct way to say the words. The childminder builds on children's vocabulary by introducing new words during their play. For example, she names items such as 'tweezers' inside a doctor's bag that children play with. n Children are encouraged to lead active lifestyles. The childminder provides them with lots of outdoor physical play opportunities. For example, they visit parks,

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need to do better?

1 May 2024 where they learn to balance on different equipment. The childminder makes great use of the local community. For instance, children visit the museum and go to the beach. They learn to mix with other children and adults at a playgroup. n The childminder is vigilant about children's safety in the home and when out in the community. The home is checked daily to make sure that it is safe and secure for children. The childminder helps children to be careful when getting in and out of her car. When out for walks, the childminder teaches children about road safety, to look both ways when crossing the road and to hold hands. n School readiness is a focus with children. For example, the childminder helps children to develop an appreciation for books. She expects that they will be able to turn the pages of a book, to be able to recognise what is in the story and tell their own version of the story by the time they start school.

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need to do better?

n The childminder ensures that she has relevant information from parents before a child starts in her care. For instance, she obtains contact details for parents and information about individual children's healthcare needs. The childminder keeps an annual record of children's days of attendance. However, she does not keep a daily record that shows the hours that children attend. This is a requirement of registration.

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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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Due date

keep a daily record of the names of the children being cared for on the premises and their hours of attendance. 07/05/2024

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should:

n review how assessments are carried out for children's development to make them more precise to fully support children to make the best possible progress n strengthen professional development to better support those children who are identified as not making the progress that they should.

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Setting details

Unique reference number EY300121 Local authority Sunderland Inspection number 10304633 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 5 July 2023

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Information about this early years setting

The childminder registered in 2005 and lives in Ryhope, Sunderland. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two- and three-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the setting. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about children's learning and development. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The childminder and the inspector carried out a joint observation of an activity. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 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

1 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

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

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