Claire Moran

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 very happy in the childminder's care. They demonstrate this as they come to the childminder for cuddles and snuggle into her as they watch the television. Children leave their parents happily and settle in quickly. This is evident when children who are new to the childminder's home, settle quickly and choose activities to play with. The childminder helps children to understand how they can keep themselves safe. For example, children know that they need to walk indoors so that they do not slip. The childminder teaches older children how to keep themselves safe when they walk to school.

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The provision is good

The childminder has high expectations for children's learning. She places a high priority on children's communication and language. She helps children to listen and understand and teaches new words to children to expand their vocabulary. Children behave well. The childminder has clear rules and expectations, which she reinforces with children. For instance, she reminds children to use 'walking feet' indoors. Children listen well and walk when asked. From a young age, children learn that they need to tidy away the toys that they are using before they get other things out.

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need to do better?

n The childminder knows children well and knows what they are interested in. She sets up her environment with children's interests in mind. For example, she puts out vehicles to support children who love to push cars in her hallway. This helps to support children's concentration. During the inspection, children are fascinated as they empty sorting animals out of the container. They sort, refill containers and empty them. They talk about colours and show good levels of engagement for their age. n The childminder assesses children and finds out where they are in their learning. She generally knows what she wants children to learn next. However, her planning is not sufficiently focused on what she wants children to learn next. Sometimes, she overlooks opportunities to extend children's learning to an even higher level as a result of this. This is evident when children sort animals according to colour. The childminder consistently reinforces colour names but

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need to do better?

does not make use of opportunities to develop their counting skills. n The childminder supports children's communication well. For example, she plays alongside children and engages them in back-and-forth conversations. As children play with the play food, she labels the food that children are using. She introduces words such as 'spin', when children are fascinated with the toy washing machine. This helps children to make good progress in their communication and language. n The childminder helps children to develop an awareness of healthy lifestyles. For

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need to do better?

15 January 2025 example, they walk to and from school. She incorporates interesting experiences to extend the walks further so that children get plenty of fresh air. For example, children thoroughly enjoy walking a longer way to the childminder's house from nursery so that they can watch the diggers working. She ensures that children have a healthy diet. n The childminder has a good relationship with parents. She talks to parents when they drop off and collect their children. This allows her to find out how children have been at home. She talks to parents about where children are in their learning. They work particularly well together to develop a consistent approach to manage any behaviour issues that may arise. n The childminder evaluates her provision effectively and is aware of where she needs to improve. She is aware that she has not placed a high enough priority on her own professional development. Although she keeps up to date with

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need to do better?

mandatory training, such as first aid, she has not explored other professional development opportunities to raise her teaching to an even higher level. n The childminder works well with local schools and nurseries. She talks to nursery staff about how children have been. She finds out what children are working on in nursery and provides opportunities to reinforce their learning further in her home. For example, she builds on the nursery's focus on helping children to recognise their name and about the letters in their name. This supports children to make good progress in their learning.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n focus planning more precisely on what children need to learn next to help them make even better progress n improve professional development and focus on raising the quality of teaching to an even higher level.

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Setting details

Unique reference number EY460675 Local authority Sunderland Inspection number 10368664 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 5 Date of previous inspection 29 March 2019

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Information about this early years setting

The childminder registered in 2013 and lives in Washington, Tyne and Wear. She operates all year round from 7.30am to 5pm, Monday to Thursday, for 47 weeks of the year. The childminder offers government funded childcare places.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her provision. n The inspector spoke to the childminder and children at appropriate times during the inspection. n The childminder evaluated an activity with the inspector. n The inspector observed children playing and evaluated the impact on children's learning. n The childminder showed the inspector a range of documents, including those relating to the suitability of herself and members of her household. n The childminder discussed how she keeps children safe and how she manages her provision.

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Inspection activities

15 January 2025 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

15 January 2025 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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