Younger, Alexandra

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 settled at this friendly and inclusive setting. The childminder and her assistants build lovely relationships and strong bonds with the children in their care. They are patient, responsive, caring and kind. Well organised daily routines help children feel secure and new children to settle quickly. Children engage well in their play and show focus as they explore with sensory activities and build towers with blocks. The childminder supports children to make simple choices and decisions. For example, children take turns to choose pieces of fruit at snack time and, at song time, they decide what song they would like to sing next. The childminder encourages children to play together well and be kind to their friends. Children's behaviour is good.

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The provision is good

Children take part in welcome time and sing songs to welcome their friends. This helps children feel a sense of ownership and belonging. They talk to the childminder about how they feel each day. The childminder knows children well. She plans a wide range of experiences that she knows will excite and challenge them. These cover all areas of learning. The childminder and her assistants praise and encourage children. This helps to raise their confidence and self-esteem. Children are prepared well for the move to school or the next stage in their learning.

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need to do better?

n The childminder has a very good understanding of where children are in their development and what she wants children to learn next. She weaves support for children's next steps in learning through planned activities and children's play. This helps to support each child to embed new skills and knowledge. n Support for children with special educational needs and/or disabilities is very good. The childminder and her assistants patiently meet all children's needs and adapt activities and resources to make sure all children are included. n The childminder works closely with parents and other professionals in education and health involved with children in her care. This helps to create a consistent approach to support for children's learning. n The childminder and her assistants model new skills well and provide clear instructions. However, the childminder recognises that there are opportunities to reduce distractions during small group times, in order to better support

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need to do better?

children's listening and attention skills. n The childminder supports children well to extend their vocabularies and learn new words. Children take part daily in story and song times where they explore favourite books and sing number rhymes. n There is strong support for children to develop their physical skills. Outside, in the enclosed and spacious garden, children learn to stretch, climb and develop

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need to do better?

7 October 2024 their coordination. They climb steps to the slide and balance on stepping stones. n Children learn to develop smaller muscles and use their hands in different ways, in preparation for early writing. They make marks with chalks and learn how to pick up spaghetti using tweezers, as part of an activity. n Parents speak highly of the childminder. They say she goes 'above and beyond' to help children feel 'safe and nurtured'. Parents praise the effective systems in place for communication and describe the childminder as accommodating, flexible and supportive. They say their children thrive at the setting and they can see clearly the progress they make. n Children benefit from learning about their local community and different cultures. They enjoy conker picking during trips to the park in school holidays. Children celebrate events, such as Halloween and mark cultural celebrations, such as Diwali.

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need to do better?

n Children enjoy fresh air and exercise on a daily basis. They learn how to keep healthy through good hygiene routines. Children benefit from healthy food and snacks. The childminder adapts her menu to accommodate any allergies or dietary requirements. n The experienced childminder is professional and well organised. She uses additional funding she receives to help provide resources that support children to develop physically and explore with their senses. n The childminder and her assistants work very well together as a team. The childminder provides strong support to her assistants, through reviews of planning, training, staff meetings and appraisals, for example. n The childminder is reflective and gathers parent's views to help evaluate her setting. She has a positive attitude towards professional development and regularly completes training to expand her knowledge and keep her skills up to date.

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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 reduce distractions during group times to better support children's listening and attention skills.

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Setting details

Unique reference number EY301796 Local authority Northumberland Inspection number 10363923 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 20 Date of previous inspection 16 January 2019

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Information about this early years setting

The childminder registered in 2005 and lives in Ashington, Northumberland. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 4. She has three assistants who work alongside her at various times during the week. One of her assistants holds an appropriate early years qualification at level 3. The childminder offers government-funded places for childcare.

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Inspection activities

n The childminder showed the inspector around the areas of her home that children access. They discussed how the childminder organises her setting and plans the curriculum and experiences for children. n The inspector discussed with the childminder how she helps to keep children safe. This included evidence about first aid training and suitability of those living on the premises. n The childminder and inspector reflected on an activity together. The inspector observed the quality of education during activities and assessed the impact on children's learning. n The inspector took the views of parents into account.

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Inspection activities

7 October 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 October 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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