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 have a relaxed and happy time in the childminder's care. The childminder has warm and trusting relationships with each child and their family. Children settle quickly to their play, including very new toddlers. Children learn to take turns and gain good manners as a result of the childminder's gentle reminders. Children are well behaved, curious and motivated learners.

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The provision is good

The childminder encourages children to count at every opportunity, using children's interests. For example, she helps them work out that when there are three cars, adding one more would make four. She skilfully links this to other activities, such as number rhymes and stories. For instance, she talks about the vehicles and figures in the book and what might happen as the story unfolds. The childminder gives children ample time to join in at their own level as she introduces new words, such as 'helicopter', 'construction' and 'magnet'. The childminder praises younger children when they remember and attempt to say familiar words. She often shows considerable skill in helping children to practise their language, gently correcting children's mispronunciation or occasional use of baby talk.

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The provision is good

The childminder routinely promotes children's independence in their personal care. She helps them learn how to wash their hands and blow their own noses, putting used tissues in the bin. The childminder ensures children benefit from opportunities to be physically active. Children attend playgroups and go on outings, often using the local bus. This helps children learn about road safety, people who help us and others in the community.

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need to do better?

n The childminder gathers essential information from parents as children start, to ensure she meets their care needs efficiently. She follows children's interests as they engage in make-believe play, particularly encouraging them to make connections to their real-life experiences. Children have strong attachments to the childminder and demonstrate that they feel safe and secure. n The childminder has a good understanding of what she wants children to learn. She is focused on helping them learn the skills they need to be confident, articulate and independent learners who are ready for school. She works with parents to identify next steps, and she plans activities that give children age- appropriate challenges. However, the childminder occasionally forgets to focus on her curriculum plans while supporting children's routines to fully support children's learning. For instance, children learning to use an open cup are given

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need to do better?

water bottles at snack time. n The childminder ensures that parents are kept well informed about what their children do each day through discussions and photos. These demonstrate

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need to do better?

14 May 2024 children's learning and show how it can be continued at home. Parents feedback is very positive about the service, and a home-from-home environment is provided. n The childminder provides a rich learning environment that is well resourced. She gets on the floor with younger children and ensures they have a range of age- appropriate activities and resources for them to play with. However, some mark- making and sensory materials are not easily accessible for children to choose themselves. For instance, a wide range of books are in a cupboard with doors, and creative resources are out of reach on high shelves. This means children do not have consistent opportunities to choose and lead their own play. n The childminder regularly considers how best to meet children's individual learning needs, including those with any special educational needs and/or disabilities. This ensures children make consistently good progress through a

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need to do better?

range of adult-led and child-initiated activities. She works closely with other agencies and services, such as health visitors, as required. n The childminder has taken positive steps to address the action required at the previous visit. She has a secure knowledge of local safeguarding procedures, with particular regard to managing allegations and making referrals. The childminder has demonstrated that she has reviewed and improved her supervision of children on outings and her understanding of risk assessments. She now has a first-aid kit accessible at all times. The childminder understands her role and responsibility to keep children in sight and hearing at all times to ensure their individual needs are met. n The childminder has evaluated her practice and has worked with the local authority for support. She has clear intentions to keep up to date through training and independent research, and she sets targets for further

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need to do better?

improvements. For example, she has plans to seek more regular views from parents.

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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 and implement the curriculum with more precision, to sequentially build the knowledge and skills that children need to acquire for the next stage in their learning n improve the accessibility and range of resources toddlers can choose themselves to help build fully on their independence.

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Setting details

Unique reference number EY474691 Local authority Newcastle upon Tyne Inspection number 10349371 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 28 September 2018

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Information about this early years setting

The childminder registered in 2014 and lives in Gosforth, Newcastle upon Tyne. The childminder operates all year round, from 7.30am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three-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 childminder. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. They discussed risk assessments, children's supervision and safety on outings. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector read parents feedback letters and cards and took account of their views. n The childminder provided the inspector with a sample of key documentation on request.

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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

14 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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