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

The childminder places high priority on children learning outdoors. She incorporates visits to local museums and other places of interest into her curriculum that support children's learning well. Children enjoy recalling their experiences. They enthusiastically talk about photos the childminder has displayed in her hallway of recent visits. Children are clearly happy, and they enjoy the time they spend in the childminder's care. They enjoy the flexibility of being able to move freely between the indoor and outdoor areas. The childminder sets her environment up well, overall, to enable children of all ages, including those who are crawling, to independently investigate and explore.

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The provision is good

The childminder has a good understanding of what children need to learn next. She carefully plans activities that build on the skills children already have. For example, older children benefit from walks to the local quarry area where they encounter ducks. The childminder skilfully broadens their knowledge by explaining the difference between male and female ducks. Children listen and ask questions to extend their learning further.

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The provision is good

Children behave well in the childminder's care. They listen and respond to her gentle reminders if there are minor disagreements in their play. The childminder's clear, consistent boundaries ensure that children are safe and well at all times.

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need to do better?

n Strengthening children's vocabulary is a key feature of the childminder's curriculum. This is illustrated when children are introduced to the names of birds they see during a walk in the local area. The childminder models the word 'coot', and children delight in being able to repeat this back to her. Children respond positively to the childminder and develop good attitudes to their learning. n Children's safety is at the forefront of the childminder's mind at all times. When crossing the road, she ensures that children hold the buggy and involves them in safe practices when they cross. For example, children develop confidence in looking 'left' and 'right' with the childminder to check for any traffic. In the home, children are encouraged to keep the floor space clear of toys to avoid any tripping hazards. Parents appreciate this level of care and describe the childminder as 'very safety conscious'.

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need to do better?

n The childminder works well in partnership with parents to support children's care and learning. Ongoing information-sharing, such as using family group chats, helps parents to understand what their children have been learning. The childminder actively encourages children to take storybooks home and further their learning beyond her setting. n Children who are preparing to go to nursery or school receive good support from

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need to do better?

21 May 2024 the childminder. She focuses on key skills to support their independence, such as putting on their own coat and shoes and with toilet training. The childminder describes how she shares children's learning with teachers prior to children moving on. This provides continuity in their learning. n Children's physical health is promoted well. The childminder ensures that children wash their hands after playing, visiting the duck pond and before eating. Children enjoy this key feature of their everyday routine and develop a strong understanding of how to keep themselves fit and well. n The childminder supports many aspects of children's mathematics skills well. For example, when children identify numbers outdoors, such as 'four' and 'seven', she accurately says, 'That is 47.' However, there are times when the childminder does not consistently help children to count objects and say one number for

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need to do better?

each item in order, to progress their counting skills even further. n The childminder encourages younger children to explore the indoor and outdoor areas of her home. They happily crawl in and out, enjoying their independence. However, the childminder has not fully thought through how younger children can fully access and engage in activities to fully extend their learning. For example, soft, foamy soap is placed in a large activity tray that is located on a stand for older children to hide toy dinosaurs and play people. Younger children do not have the core strength to stand for long periods of time at the tray, so they lose interest and crawl away.

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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 more effectively to support children to develop an understanding of counting to enhance their mathematics skills further n explore a wider range of ways for younger children to engage in activities to fully extend their learning.

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Setting details

Unique reference number EY389235 Local authority North Tyneside Inspection number 10347018 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 4 Date of previous inspection 31 August 2018

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Information about this early years setting

The childminder registered in 2009 and lives in Whitley Bay. 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 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 she ensures they are safe and suitable. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for the curriculum. n Children spoke to, or communicated with, the inspector during the inspection. n The inspector accompanied the childminder when she took the children for a walk in the local area. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an activity outdoors with the

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Inspection activities

childminder. n Parents shared their views of the childminder's setting with the inspector. 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

21 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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