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

p.1

The provision is good

The childminder is warm and welcoming to children in her care. She forges loving bonds with the children, who in turn feel safe and secure. The childminder finds out about children's development when they first start at her setting. She discusses what they can do with parents and does her own assessment to determine what they need to learn next.

p.2

The provision is good

The childminder adapts her curriculum to meet the individual needs of each child. For example, she provides activities that develop children's skills in using different tools. Children use scissors to snip at play dough. The childminder shows them how to cut using a knife and explains how to keep themselves safe while using such tools. Children become deeply engrossed in this activity as they develop their concentration skills.

p.2

The provision is good

The childminder has a lovely calm manner with children. She talks to them gently throughout their activities. She encourages them to think for themselves and to share resources. If behaviour is unwanted, she explains the consequences of their actions. Children learn the importance of tidying up after themselves and to be polite. They say thank you to the childminder, who gives them praise for their efforts.

p.2

need to do better?

n The childminder talks confidently about the progress that the children make while in her care. She observes them in their play and lets them make their own decisions about what they would like to do next. The childminder skilfully incorporates learning into their play. She constantly assesses the progress they make to help her decide on the next steps for their development. n The childminder has a strong focus on extending children's understanding of mathematics. She promotes children counting in the correct order and to recognise the written numbers. For example, they play a game that involves spinning a wheel and children have to recognise the written number when the wheel stops. When children play with dough, she talks to them about the different sizes of the shapes that they cut. Children become engaged in conversations with her about the big and small stars they have cut. n The childminder promotes children's interest in looking at books. Children

p.2

need to do better?

choose books for the childminder to share with them. They sit together while she reads to them. She pauses at intervals for them to talk about what is happening in the pictures. This develops early reading skills for children. n The childminder understands the importance of promoting children's language development. She introduces new words to children, such as squidgy, when children use dough. Children happily repeat the new words. They become

p.2

need to do better?

16 January 2025 confident communicators as they talk with the childminder and direct her to join in with their play. n Overall, the childminder provides learning opportunities that encourage children to solve problems and build on their critical thinking skills. For example, children work out how to join pieces of a dinosaur together. They work closely with the childminder, who supports them to look at the instructions and to use the battery operated drill correctly. n The childminder supports children to become independent in readiness for school. For instance, they learn to manage their own personal care needs, such as using the bathroom and when they need a drink. She helps them learn how to put on their own coats and shoes. The childminder understands that drawing activities help children to develop pencil control in preparation for writing. n The childminder works in close partnership with parents. She shares information

p.2

need to do better?

with them about children's development and ideas to aid learning at home. This supports continuity of care that benefits children's ongoing well-being. n The childminder completes mandatory training, such as first aid, and she is aware of training that she would like to complete, such as safeguarding. Overall, the childminder has an understanding of safeguarding and how she can protect the children in her care. She knows who to report any concerns to. However, there are some areas that she is not aware of, such as county lines.

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.

p.3

should:

n strengthen professional development to cover all areas that will complement the care that is given to children.

p.3

Setting details

Unique reference number EY478870 Local authority South Tyneside Inspection number 10367412 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 2 Date of previous inspection 7 February 2019

p.4

Information about this early years setting

The childminder registered in 2014 and lives in South Shields. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides government funded places for children. The childminder holds a level 3 early years qualification.

p.4

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises with the childminder. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The inspector observed the quality of education being provided, and assessed the impact that this was having on children's learning. n The childminder and the inspector completed a joint observation of an activity to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of parents' written views.

p.4

Inspection activities

16 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.

p.4

Inspection activities

16 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6