Bower, Lesley Anne

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 develop strong bonds with this warm and caring childminder. Her calm manner helps to create an inviting and secure environment. The childminder provides a curriculum that supports children in all areas of learning. She plans what she wants children to learn next, based on their age, ability and interests. The childminder sets up the environment so that children can access resources and make independent choices in their play. Children greet visitors warmly as they move around the childminder's home. They are busy and fully engaged as they involve themselves in activities that spark their interests. For example, they use scoops to transfer pasta and coloured pom-poms into containers, delightedly exclaiming, 'It is a cupcake!' before presenting it to visitors.

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The provision is good

The childminder is a positive role model. She has high expectations of children, who behave well. They listen to the childminder and follow her instructions. The childminder helps children to develop the skills they need for the next stage of their learning. She provides children with plenty of praise and encouragement, such as when they learn how to manage the fastenings on their shoes. Children proudly show off their achievements as they successfully complete the task. This helps children to develop their practical self-care skills and raises their self-esteem and confidence.

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need to do better?

n The childminder has robust procedures for assessing children's progress. She regularly reviews what individual children can do. If the childminder identifies gaps in children's learning, she focuses her support to help close these gaps. This helps children to reach their developmental milestones. All children make progress from their starting points in learning. n Mathematics is embedded in the curriculum. For example, children demonstrate their knowledge about weight when they choose the correct number of toy cakes to balance the set of scales. The childminder teaches them about 'more' and 'less than', and simple addition and subtraction. This helps children to develop a strong foundation of early mathematics skills. n The childminder provides a constant narrative as children play. This helps to support their communication skills. However, on occasion, the childminder does not use the correct terminology to consistently support children's growing

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need to do better?

vocabulary. For example, she says 'doggy' rather than 'dog', or 'piggy' rather than 'pig'. This prevents children from hearing and learning the correct language. n Children greatly benefit from going out into the local community, where they receive an array of opportunities to socialise with other children and meet new people. For example, they attend toddler groups and visit soft-play centres and

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need to do better?

27 January 2025 other childminders' homes. This helps to develop children's confidence and promote their social skills. n The childminder provides healthy snacks of fruit and water. She works with parents to ensure that their children bring healthy packed lunches to the setting. The childminder makes sure that children have access to daily exercise and outdoor play. For example, they visit parks or play in the childminder's garden. The childminder teaches children the importance of healthy lifestyles and supports their physical health and well-being. n The childminder supports children's growing independence skills well. For example, children show their knowledge of routine as they tidy away toys after they have finished playing with them. They wash their hands by themselves in preparation for mealtimes, exclaiming it is 'to get them clean'. This helps children be aware of how to live healthy lifestyles from a young age.

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need to do better?

n Parents speak highly of the care their children receive from the childminder. Their written testimonials show how they value the support and care their children receive from the childminder. They praise the 'wonderful relationship' they have and are 'forever grateful' for the care she provides. They enjoy regular updates about their children's day and learning. This helps to support continuity of care for children. n The childminder completes mandatory training, such as safeguarding and paediatric first aid. However, she has not yet established a targeted programme of professional development to consistently improve her good knowledge and skills relating to the early years foundation stage. This means that children's learning experiences are not consistently extended further.

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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 use the correct terminology when speaking to children so that they hear words that are modelled correctly and consistently n identify opportunities for training and professional development to increase knowledge and enhance teaching skills.

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Setting details

Unique reference number EY388558 Local authority North Tyneside Inspection number 10375788 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 8 Date of previous inspection 2 May 2019

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Information about this early years setting

The childminder registered in 2009 and lives in Whitley Bay, Tyne and Wear. She operates during term time, from 7.30am to 5.30pm, Monday to Friday. The childminder holds an appropriate childcare 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 and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The children spoke to the inspector about what they enjoy doing while with the childminder. n The inspector observed the interactions between the childminder and the children. n The inspector took account of the written views of several parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

27 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

27 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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