Childminder in Gateshead

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children thoroughly enjoy spending time with the childminder. They greet the childminder with warms smiles and leave their parents and carers with ease. The childminder has a warm, nurturing and relaxed approach that supports children's emotional development. The childminder supports children to be independent. For example, she encourages children to take off their coats, wipe down the table in preparation for snack and help at tidy-up time.

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The provision is good

Children's behaviour is good. The childminder encourages children to use good manners and provides gentle reminders when they forget. Children are confident and show positive attitudes to their learning. They engage in imaginative play and invite the childminder and visitors to join in. The childminder encourages children to compare size as they cook in the kitchen. She asks children to choose different- sized pans and to think critically about which pieces of food will fit in each pan. This helps to develop children's mathematical skills.

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The provision is good

The childminder has a focus on outdoor learning. Children enjoy regular trips to the local park and woodlands. The childminder talks to children about the changes in weather and different seasons. Children collect leaves and pine cones and bring them back to the childminder's home to make pictures. They discuss shapes and textures of the items they have collected. This helps to support children's understanding of the world around them.

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need to do better?

n The childminder skilfully weaves mathematics into children's play. Children relish matching shapes and excitedly shout, 'I did it', as they pair together the correct shapes. The childminder introduces the names of new shapes and children eagerly repeat these. For instance, children identify an 'octagon' and a 'diamond'. The childminder supports children to count and encourages them to practise during their play. This helps to develop children's mathematical skills. n Children develop their communication skills well. The childminder encourages children to choose their favourite songs to sing together. She narrates as children play and introduces new vocabulary. For instance, the childminder introduces 'iguana' and 'flamingo', as children place animal mats together. Furthermore, the childminder supports children to build on their vocabulary as they play. For instance, as they connect a road track together, she encourages

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need to do better?

children to consider if it is a 'curved' or 'straight' piece of track. This helps to develop children's listening and speaking skills. n The childminder knows the children in her care well. She uses observations and assessments to identify what children need to learn next. She has a good understanding of each child's development and focuses on preparing children for

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need to do better?

15 January 2025 their next stage in learning, including being ready for school. The childminder shares some information with parents about children's progress, However, she does not share ideas and suggestions to support and extend children's learning at home. That said, parents are very complimentary about the childminder and explain that their children are 'thriving' since attending the childminder's. n Children benefit from regular opportunities to explore outdoors. The childminder regularly meets with other local childminders and they visit parks, farms and soft play with children. This helps to develop children's personal and social skills. The childminder provides children with home-cooked and nutritious meals, snacks and fresh drinking water. She promotes good hygiene practices, such as handwashing before eating. This helps to support children's understanding of healthy and active lifestyles. n The childminder is a good role model and has high expectations of children's

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need to do better?

behaviour. She acknowledges children's achievements and provides plenty of praise and encouragement. This helps to raise children's confidence and self- esteem. n Children demonstrate good concentration and motivation as they connect a variety of shaped eggs together. They confidently identify correct colours when asked by the childminder. Children successfully match the coloured eggs to coloured dough. Children use their small muscle skills to slot the eggs together. The childminder demonstrates how to roll the dough into a ball with their hands. Children successfully copy. This helps to develop children's hand-eye coordination and their small-muscle skills in preparation for early writing. n The childminder completes all statutory training. She regularly reads information online and meets with other childminders to support professional development. However, she does not target professional development opportunities in order to

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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 strengthen opportunities to support parents to extend their children's learning at home n focus professional development opportunities to raise the quality of the already good practice.

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Setting details

Unique reference number 2696600 Local authority Gateshead Inspection number 10367945 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 3 Number of children on roll 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2022 and lives in Gateshead. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare. She holds an appropriate qualification at level 3.

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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 Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector completed a learning walk together and discussed how the childminder organises their early years curriculum. n The inspector took into account the views of parents. n The inspector carried out a joint observation and held discussions with the childminder. n The childminder provided the inspector with a sample of key documentation on request.

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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

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

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