Childminder in Sunderland

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's home is filled with lively chatter, fun and laughter. Children very much enjoy their learning. They benefit from close and supportive relationships with the childminder. Her warmth and her attentive approach contribute to children's sense of belonging in her care. The childminder models respect and good manners. Children are polite, kind and show concern for others. Older children are careful to involve younger children in activities and games. For example, they demonstrate dance moves and help toddlers to stamp their feet in time to music.

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The provision is good

Children's curiosity, confidence and motivation to learn are central to the childminder's curriculum. The enjoyable activities that she provides contribute to children's, overall, good involvement in well-planned learning experiences. For example, children use mathematical language, such as 'more', 'less' and 'half', while they chop vegetables and pretend to make soup. Their eagerness to join in, alongside the childminder's skilful interactions with them during play, help them to make good progress. The childminder focuses activities around what children need to learn next. This helps children to learn and remember more. Those children who need more support to reach the expected levels of development catch up quickly in their learning. All children achieve well.

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need to do better?

n The childminder takes account of children's prior learning and understanding when planning activities. She uses funding well to broaden children's experiences. For example, the childminder plans outings to the beach and local places of interest that some children, otherwise, would not have the opportunity to visit. This helps children to learn more about the world around them. n Children are keen to join in activities that ignite their interest. For example, they concentrate well and pay attention to detail when creating a model of a hedgehog. However, occasionally, children have to wait between activities or are ready to move on to a new challenge before the childminder is ready. At such times, children become slightly restless and disrupt others. That said, they respond well to the childminder's reminders for positive behaviour. n The childminder's plans for children's learning are closely linked to their next

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need to do better?

steps in learning. For example, children who are developing balance and coordination have plenty of opportunities to practise moving in different ways, such as climbing the steps to the slide. This helps children to build successfully on what they already know and can do. n Teaching, overall, supports children's learning well. The childminder joins in activities and models new skills, such as how to use scissors. However, occasionally, she becomes absorbed with immediate tasks and overlooks times when some children would benefit from support to develop more confidence in

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need to do better?

28 October 2024 their abilities. For example, some children show some disappointment when they find it difficult to mould clay to a desired shape. n Children develop a wide and varied vocabulary, which the childminder encourages and supports very well. Children listen intently to stories, and the childminder introduces them to new words and their meanings, such as 'nocturnal' and 'hibernate'. Children are fluent and confident talkers. n The childminder supports children's good health well. Children understand the importance of good hygiene routines, such as washing their hands before eating. Carefully planned menus meet children's nutritional needs and ensure the safety of children who have allergies. Parents welcome advice and guidance from the childminder about topics, such as dental health, to further support their children's health at home. n There is a focus on inclusion and equality, which helps children to understand

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need to do better?

and value the similarities and differences between themselves and others. The childminder encourages them to be proud of who they are. Children demonstrate their understanding of diversity, for example, when they comment their 'hedgehogs' are similar and are 'all different but all special'. n Focused plans for professional development help the childminder to build on her practice. For example, she seeks out training to strengthen her teaching skills. The childminder is working towards providing even more opportunities for children to learn through engagement with the natural world. This contributes to her strong capacity for ongoing improvements.

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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 encourage children's positive attitudes and behaviours even more consistently, for example, by reducing the times they must wait for the next part of their day n help children to develop more confidence in their learning, for instance, by being even more vigilant for times when children encounter difficulties.

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Setting details

Unique reference number EY536358 Local authority Sunderland Inspection number 10363869 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 10 Date of previous inspection 14 January 2019

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Information about this early years setting

The childminder registered in 2016 and lives in Houghton le Spring, County Durham. She operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She provides government funded childcare.

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Inspection activities

n The childminder showed the inspector around the premises and discussed how she ensures that they are safe and suitable. n The childminder talked about how she organises her early years provision, including the aims and rationale for her curriculum. n The inspector observed the childminder's teaching and assessed the impact on children's learning. n The childminder and the inspector evaluated an activity together. n The inspector spoke to the childminder and the children at appropriate times during the inspection. The childminder shared some documents for consideration, such as progress checks and policies. n The inspector spoke to two parents and took account of their feedback.

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Inspection activities

28 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

28 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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