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 enjoy the company of the childminder and her assistants. The childminder offers settling-in visits for new children to help them get used to attending her setting. Children demonstrate that they feel safe and secure in her care. The childminder offers a curriculum that considers what children already know and she builds on this knowledge. For instance, she finds out children's starting points from parents when their children first start with her. She observes children to help her decide what children should learn next. She makes regular assessments of what children know and can do. This helps her to identify how children are progressing and whether there are any gaps in their learning that need addressing.

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The provision is good

During children's play, the childminder and her assistants talk to the children. They name things for children, such as the eyes and beak on a duck. In the water play, they use words such as 'splash, splash'. Children enjoy trying to repeat these words. This supports children's communication and language development. Overall, children are well behaved. There is consistent praise for children's successes, and this helps to encourage them to persevere when things are hard to do. Children enjoy each other's company and play well together with gentle reminders from the childminder.

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need to do better?

n The childminder assesses the ongoing suitability of her assistants. She regularly discusses with them their understanding of safeguarding. This helps her to assess whether they need any further training. She observes their practice when working with children and gives them guidance on how to communicate with children. n The childminder has a clear vision about how she provides an inclusive environment, where children enjoy their play and learning. She is proactive and speaks with parents if she identifies any minor concerns in children's development. She is always willing to offer advice and guidance for home- learning ideas. n Children are encouraged to lead active and healthy lifestyles. The childminder and her assistants take children on trips into the local environment. For example, they visit the park where they use large play equipment for their physical development. Children play in the garden where they learn to climb up the steps

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need to do better?

to go down the slide and to push themselves round on wheeled toys. With the support of the childminder very young children learn to control their bodies, for instance they try to lift their leg to sit on the seesaw. They manage to do this and rock themselves. Babies start to learn how to walk as the assistant supports them as they walk behind push along toys.

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need to do better?

7 May 2024 n The childminder makes the most of spontaneous learning. For example, when children show an interest in the stones in the garden, she turns it into a number learning opportunity. She counts with the children how many stones they have found. n The childminder self-evaluates her service. She has recently evaluated how she uses highchairs. As a result, she has bought a small table and chairs for older children to use for their mealtimes. This is helping them to develop muscle control as they sit on a chair. The childminder seeks feedback from parents to help her make improvements. n Partnership working with parents is effective. The childminder keeps them informed about their children's learning. Parents state that they are happy with the care that their children receive. They say that they understand what their children are involved in when in her care, that they can work and have confidence in the care that children are receiving.

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need to do better?

n Children become deeply engrossed in some of their play. For instance, they spend a prolonged period in the water tray. They experiment by pouring water and filling pots up. However, though the water is fresh, the childminder does not make sure that the water tray is wiped out before the water is put in, before children use it. This means it is not as clean as possible. n The childminder has a strong focus on children learning to share the resources. Children show a great interest in building with the blocks with their friends. However, there are a limited number of building blocks set out. Children soon lose interest and move on to other activities, missing out on the learning opportunity that they offer.

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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 prepare equipment, such as the water tray, so that it is ready for children to use at any time n provide sufficient resources, to ensure that children remain engaged and so that they benefit from the learning opportunities that they offer.

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Setting details

Unique reference number EY453411 Local authority Newcastle upon Tyne Inspection number 10347285 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 9 Date of previous inspection 1 December 2022

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Information about this early years setting

The childminder registered in 2013 and lives in the Walker area of Newcastle upon Tyne. She operates all year round, from 6am to 9pm, seven days a week, except for bank holidays and family holidays. The childminder works with two assistants and provides overnight care. The childminder provides funded early education for two-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The inspector observed the implementation of the curriculum during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector spoke with the childminder about children's learning and development. n During the inspection, the inspector spoke to the childminder and her two assistants at convenient times and considered their views. n The inspector spoke to parents and considered the written views of parents provided.

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Inspection activities

7 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

7 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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