Childminder in South 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

This experienced childminder provides a nurturing environment for the children in her care. Children demonstrate that they feel safe and secure. This enables them to be ready to learn. The resources available, both indoors and outside, support children to make independent choices in their play. The childminder changes these regularly to reflect children's interests and their learning needs. For example, she has recently selected a ball game to help children who are ready to identify different numbers. The childminder skilfully supports children to explore and investigate their surroundings. They listen carefully to the different sounds they make when banging drumsticks on different surfaces. They watch as she shows them how to fill a water pump, then take great delight in doing this themselves. Children show considerable concentration as they sit at the table together and join in a creative activity.

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The provision is good

Children behave extremely well. The childminder explains to them clearly what she expects of them. These boundaries are appropriate for their age and stage of development. The childminder recognises that children thrive on praise. They beam with pride when she remarks on their helpfulness and when they are kind to their friends. This helps children to feel emotionally secure and builds their confidence.

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need to do better?

n The childminder is highly reflective in her practice. She continues to identify and access training to develop her understanding of the early years curriculum even more. This helps her to identify the key knowledge and skills she wants children to learn during their time with her. There is a strong emphasis on helping children to be ready for their next stage in learning. n The childminder makes accurate assessments of children's development. She uses this information to plan for their next stage of learning. This includes using strategies recommended by other professionals for children with special educational needs and/or disabilities. This approach supports all children to make progress from their starting points. n Children's communication and language are generally promoted effectively. The childminder uses visual aids to help nonverbal children to express their views. Children are given time to respond to questions, and their responses are valued.

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need to do better?

Occasionally, the childminder does not explain to the children what they are doing. This does not consistently help children to extend their vocabulary. n There are plenty of opportunities for children to develop their understanding of mathematics as they play. The childminder uses questions effectively to support children to count, to recognise shapes and to compare the size of objects. She also uses songs and rhymes to enhance their mathematical learning. n Children learn how to keep themselves healthy. The childminder explains when

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need to do better?

17 June 2024 and why they must wash their hands. She also teaches children the importance of good oral hygiene. There are plenty of opportunities for children to benefit from fresh air and exercise. They develop their physical skills as they play with balls in the garden and negotiate the slide safely. n Parents remark on the highly positive impact the childminder has had on their children. They value the daily updates she provides. Parents comment on how effectively the childminder prepares children for starting nursery or school. n The childminder recognises the importance of supporting children's self-care skills. Children are familiar with the daily routine and know what they need when it is time to go outside. She encourages them to persevere as they practise putting on their own shoes. She works with parents when children show they are ready to be toilet trained. Children are encouraged to help to tidy up. However,

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need to do better?

at times, the childminder does things for the children, such as getting their water or taking things out of lunch boxes. This does not fully support children's independence. n Children regularly attend playgroups with the childminder, where they get the opportunity to socialise with more children. They benefit from trips to local places of interest, such as the library or museums, and travel on public transport. They also attend special events at the local school, due to the childminder's close links with the teaching staff. These experiences help children to develop their confidence in different surroundings.

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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 consider how to provide children with more opportunities to develop their self- care skills, with particular regard to mealtime arrangements n take every opportunity to introduce children to new vocabulary as they play to develop their communication and language skills even further.

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Setting details

Unique reference number 312482 Local authority South Tyneside Inspection number 10349362 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 7 Date of previous inspection 28 August 2018

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Information about this early years setting

The childminder registered in 1990 and lives in Jarrow. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds a qualification at level 3. The childminder offers 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 childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about children's learning and development, with a particular focus on communication and language. 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 Children communicated with the inspector. n The inspector considered written feedback from parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

17 June 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

17 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

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