Childminder in South Tyneside

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children thrive in the care of this dedicated childminder and leap out of the car in the morning to greet her. Parents and carers comment that the childminder goes above and beyond to provide the right support for their children. They feel that the numerous visits she makes to their home helps her to really understand their children. Children have very strong relationships with the childminder and each other. Younger children seek out the childminder for reassurance when they are unsure. Toddlers show their attachment as they watch the childminder and become tearful when she leaves the room. Older children are very caring and stroke their arms, explaining the childminder will be back soon. The childminder places a high priority on children's safety. She clearly assesses each situation to ensure that children's safety is paramount. For example, when workmen use scaffolding close to her home or garden, she keeps children inside to ensure their safety.

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The provision is outstanding

The childminder's curriculum is ambitious. She seizes opportunities to extend children's learning. For example, she takes time to clarify children's misconceptions, such as when they think the sky is blue, it is sunny and warm, even in winter. The childminder introduces mathematical terms into everyday routines. Children's behaviour is excellent. The childminder spends time talking to children about their feelings and emotions. She helps children to understand the importance of asking for things before they take them. She makes excellent use of every opportunity to reinforce this. Children respond well and explain that they are upset because children did not ask if they could use a toy first.

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need to do better?

n The childminder's environment is exceptionally well organised to support what children need to learn next. For example, she has a range of opportunities outside to help children to understand numbers and counting. n The childminder's curriculum is exceptionally well sequenced. She thinks carefully about the order in which children learn new skills. For example, the childminder teaches toddlers to count to three with numbers in order. While older children learn to count and recognise sets of three and read numerals to three. n Children have an excellent understanding of how they can keep themselves healthy. They understand food that is good for them. Children know that they need to wash their hands before eating. From a very young age, children confidently use soap and water to wash their hands. Older children confidently remind visitors that they to need to wash their hands. n Children behave well. The childminder sets clear boundaries. Children have an

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need to do better?

exceptional understanding of the rules and routines in the childminder's home. This is evident as they talk about who goes up the stairs 'first' and 'next'.

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need to do better?

30 January 2025 Children talk about the importance of holding onto the handrail. The childminder works closely with parents to support children's emotional well-being. For example, she shares books and activities with parents so that they can help their children talk about their emotions at home. n Children communicate confidently. The childminder has thought about the strategies that she can use to support children's language and communication. She has an exceptionally rich-language environment. The childminder plans words that she wants younger children to learn, such as 'stop' and 'go'. She uses nursery rhymes to develop and expand children's language further. The childminder comments on what children are doing throughout the day. Children are confident communicators. They greet visitors with confidence and explain what they are doing. n The childminder has an excellent relationship with parents and goes out of her

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need to do better?

way to establish a shared approach to supporting children's play and learning. She shares information with parents about how they can support their children's learning at home. Parents appreciate the learning packs they receive that help them to support children's learning effectively. They comment that the childminder helps them to really understand how they can support and extend their children's learning. n The childminder has an excellent attitude to her professional development. She attends regular online training and researches things in her own time. The childminder's training is sharply focused on enhancing her own knowledge and skills and supporting children's learning further. She has recently attended training on mathematics. This has helped the childminder to understand how she can support children's mathematical development further. Children make superb progress as a result of this.

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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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Setting details

Unique reference number EY478810 Local authority South Tyneside Inspection number 10375860 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 4 Date of previous inspection 7 May 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Hebburn, Tyne and Wear. She holds an appropriate early years qualification at level 4. The childminder operates all year round, from 7.30am to 5.30pm, Monday, Tuesday and Thursday, except for bank holidays and family holidays. She offers government funded childcare.

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Inspection activities

n The childminder showed the inspector around her home and explained how she organises her curriculum. n The inspector observed children playing and learning. n The childminder evaluated an activity with the inspector. n Parents provided written feedback for the purpose of the inspection. n The inspector spoke to children and the childminder at appropriate times during the inspection. n The childminder showed the inspector a range of documents, including those relating to her suitability as well as members of her household. n The inspector explored how the childminder keeps children safe and manages her provision.

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Inspection activities

30 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

30 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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