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

The childminder establishes close bonds with the children she cares for. When children arrive, they are keen to have a cuddle before they explore the playroom. The setting is calm, and children show curiosity in their surroundings. The childminder supports children as they make choices about what they would like to play with. She supports children to develop their independence skills, such as when using cutlery at mealtimes.

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The provision is good

The childminder understands the context of the community she lives in and is ambitious in her aim to provide all children with a broad curriculum. She takes children on a range of trips and visits to develop their understanding of the world around them. The childminder makes good use of assessments, including finding out information about children from their caregivers when they first join her setting. She uses this information to ensure that her teaching meets children's needs and moves them forward in their development.

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The provision is good

The childminder is vigilant regarding children's safety. For example, she ensures that children are always supervised when eating and when sitting in highchairs. The childminder teaches children the behaviour she expects and models positive behaviours, such as sitting down together at the table for mealtimes.

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need to do better?

n The childminder uses her knowledge of children's levels of development, along with their interests, to plan the curriculum. She always keeps children's next steps in development in mind when planning activities. For instance, to improve children's attention and concentration skills, the childminder combines new and exciting sensory experiences alongside children's interests. For example, she combines colourful sand with toy dinosaurs. This helps to engage children and extend their focus for ever longer periods of time. n The childminder promotes stories and songs in her setting, which help children to develop their speaking and literacy skills. Children independently return to books that feature topics of their interest, such as dinosaurs. Young children particularly enjoy practising turning the pages and exploring tactile pages in books. n The childminder reflects on her practice and is keen to continually improve her

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need to do better?

setting. She has recently engaged with a variety of training opportunities and is now implementing new knowledge into her practice. For example, the childminder's increased knowledge of children's early brain development is supporting her to develop the curriculum even further and to manage their behaviour with greater effectiveness. n Children are happy in their independent play and are equally keen to join in with

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need to do better?

6 June 2024 adult-led activities. The childminder helps children to practise sharing and praises children when they display positive attitudes and friendly behaviours to others. This helps children to learn the behaviours expected of them, which will prepare them well for moving on to school. n The childminder identifies communication and language as a key area of focus in her setting. She models language well, asks children questions and encourages them to practise new words as they join in with activities. However, occasionally, the childminder does not leave enough time for children to think and respond to her speech, and this prevents them from always being able to have a go at answering. There is also an over-reliance on dummies at times, which prevents children from making the most of all the opportunities to practise their speaking skills. n The childminder recognises that young children require the opportunity to sleep

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need to do better?

during the day. However, at times, she does not help children to settle down to sleep when they first show signs of needing to nap. This means that children become unsettled. Additionally, the childminder does not provide consistent sleeping arrangements for all children. Some children have fold-down toddler chair-beds, while others are provided with a large cushion on the floor. The children who have chair-beds show greater signs of comfort than those who are provided with a cushion and settle off to sleep more quickly. n Parents are happy with the service the childminder provides. They are happy with communication they receive and say the childminder is approachable. Parents praise the progress their children make in the setting, particularly in their social skills and confidence.

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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 extend communication and language strategies even further so that toddlers have every opportunity to practise their early communication skills n consider ways to improve the arrangements and routines for children who sleep during the day.

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Setting details

Unique reference number EY405028 Local authority Newcastle upon Tyne Inspection number 10347267 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 7 Date of previous inspection 12 September 2018

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Information about this early years setting

The childminder registered in 2010 and lives in Newcastle, Tyne and Wear. She operates all year round, from 7am to 6pm on Mondays and Fridays and from 6.45am to 6pm on Tuesdays, Wednesdays and Thursdays, except for bank holidays and family holidays. The childminder holds a childcare qualification at level 3. She provides funded early education for two-, 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 the childminder. n The inspector viewed the setting and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years setting, including the aims and rationale for the curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n The inspector and the childminder carried out a joint observation together. n Parents shared their views of the 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

6 June 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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