Childminder in Sunderland

Overall effectiveness Good

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

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The provision is good

The childminder is very keen to give children the best possible start in life and children thrive in her care. Parents and carers support this view. They comment that the childminder is kind, calm and their children love going to her house. Older children comment that they love the toys and activities the childminder provides. Children are very happy in the childminder's care. They laugh and giggle as they play peekaboo with the childminder. They play alongside each other, thoroughly enjoying crawling in and out of the activity play space. The childminder supervises children well to ensure their safety. She talks to children about how they can keep themselves safe outside. Children know that they must hold the childminder's hand as they step from the house to the garden.

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The provision is good

The childminder is passionate about providing high-quality care and learning. She is ambitious about what she wants children to achieve. The childminder discusses how she wants children to be confident and enthusiastic learners who enjoy the world around them. Children behave well. The childminder has clear routines which children follow. This is evident when young children go and sit on the step when they are ready to go outside. The childminder reminds children of her expectations. For example, when children take what their friends are using, she talks to children about taking turns.

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need to do better?

n The childminder evaluates her provision effectively. She constantly identifies areas for improvement and takes effective action. For example, the childminder has recently reorganised the storage of books so that children can access them independently. Her professional development plan is focused on developing her knowledge and skills further. The childminder has a very good understanding of local safeguarding concerns and attends training to extend her knowledge even further. n The childminder knows children well and knows what she wants them to learn next. She plans her curriculum according to children's learning. For example, the childminder plans a range of activities, such as stories, songs and role-play activities, to help young children to learn about farm animals and the sounds they make. n Children engage well, overall. Young children thoroughly enjoy looking at books. Older children enjoy building with blocks. They try again when the tower falls or

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need to do better?

blocks topple off. Occasionally, however, there are a lot of toys left all over the floor as children move on to to do other things. Through time, this becomes quite distracting for children and they find it difficult to concentrate. n Children develop their independence skills. The childminder teaches children how to do things for themselves. For example, she shows younger children how they

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need to do better?

4 February 2025 can lie their coats on the floor and sit down to put their arms in. Children attempt to put their own shoes and socks on. n The childminder gives children clear messages about how they can keep themselves healthy. Children learn to wash their hands after using the toilet and before eating. The childminder shares links with parents to health guidance regarding healthy lifestyles, including diet and screentime. Children enjoy fresh air and exercise as they play in the garden or visit the park. n Recently, due to the expansion of the government funded places, the childminder cares for more very young children. The childminder realises that she has not focused on strengthening her understanding of how to plan for this age group of children more effectively. n The childminder supports children's communication effectively. She places a high priority on books and rhymes. The childminder focuses specifically on key words

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need to do better?

that she wants children to learn. For example, the childminder teaches children animal names and sounds. She uses songs and books to reinforce this learning further. During the inspection, toddlers copy animal sounds and older children talk about the different animals. n The childminder develops a very good relationship with parents. She shares information with parents about where children are in their learning and what they need to learn next. Parents are very happy with the communication. They value the support that the childminder gives them. The childminder works particularly well with parents to support them through children's different stages of development, such as toilet training. n The childminder has a very good relationship with the local school. She finds out what children are working on and how she can help them in her setting. The childminder supports children to complete any homework or activities from

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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 help children to maintain high levels of concentration n strengthen understanding of how to plan for young children's stage of development.

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Setting details

Unique reference number EY545390 Local authority Sunderland Inspection number 10372196 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 16 Date of previous inspection 4 April 2019

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Information about this early years setting

The childminder registered in 2017 and lives in Washington. She operates all year round, from 7.30am to 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder is a qualified teacher. She offers government funded childcare.

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Inspection activities

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

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Inspection activities

4 February 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

4 February 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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